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1.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。 相似文献
2.
Steve Graham Andrea Capizzi Karen R. Harris Michael Hebert Paul Morphy 《Reading and writing》2014,27(6):1015-1042
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers. 相似文献
3.
Anna H. Hall 《Journal of Early Childhood Teacher Education》2013,34(2):142-156
ABSTRACTThe purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction. 相似文献
4.
A random sample of 1102 grade 4–6 Chinese language arts teachers in Beijing, Macao, and Taipei City were surveyed about their instructional writing practices. Seventy-eight percent (n = 857) of the teachers completed the survey. Teachers were generally positive about the usefulness of their college teacher preparation program. They slightly agreed that they liked to write, teach writing, and were effective writing teachers. Their beliefs about writing were related to the instructional practices they reportedly applied, and textbooks along with school guidelines played a prominent role in shaping their overall writing program. Teachers’ programs emphasized product-based instruction, but also placed considerable emphasis on writing process and content. They further indicated an average writing class lasted 69 min, but almost 80 % of teachers indicated they taught writing only once every 2–4 weeks, raising a concern about amount and timing of writing instruction. Consistent with social/cultural theory, Chinese writing teachers in these three urban locations evidenced differences on almost every variable studied. We expected such differences as macro-level features involving government and educational policy varied across locations. The observed differences were mostly a matter of degree (i.e., teachers applied certain practices more or less frequently) versus a more general difference in how writing was taught. 相似文献
5.
A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers’ beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and their attitudes about their own writing. The teachers’ responses raised some concerns about the quality of writing instruction third- and fourth-grade students receive, as teachers reported spending only 15 min a day teaching writing and students spend only 25 min a day at school writing. While teachers indicated they used a variety of evidence based writing practices in their classroom, a majority of these were applied infrequently. Further, three out of every four teachers reported that their college teacher preparation programs provided no or minimal instruction on how to teach writing. They further rated their preparation to teach writing lower than their preparation to teach reading, math, science, or social studies. On a more positive note, a majority of teachers asked students to write multiple paragraph texts relatively frequently (4 times a month or more often) and complete at least one narrative, informative, and persuasive writing assignment monthly. Teachers were also generally positive about teaching writing, their efficacy to teach writing, and their beliefs about their own writing. Finally, efficacy to teach writing and philosophical orientations to teaching writing each made a unique contribution to predicting teachers’ use of evidence based practices, whereas teacher preparation did the same for reported time spent teaching writing and reported time students wrote at school and home. 相似文献
6.
Juliet Perumal 《课程研究杂志》2013,45(3):381-398
The intersection among discourses of curriculum, pedagogy, and power are increasingly becoming the focus of research and analysis in southern African classrooms as the effects of apartheid, colonialism, and patriarchalism are critiqued for their influences on epistemic and pedagogic policies and practices. This article draws on feminist research on pedagogy to examine the dynamics of teacher and student relations in southern African university classrooms. In particular, it focuses on student resistance to engaging in collaborative work and with radical ideologies in course content. Drawing on case studies it shows that, despite feminist teachers subscribing to egalitarian ideals, when they encounter student resistance to democratic pedagogic strategies and radical course content they resort to normalizing and regulatory postures that reinstate teacher authority in the classroom. 相似文献
7.
In this study we examined the effectiveness of Tekster [Texter], a comprehensive program for writing for the upper elementary grades, combining strategy instruction, text structure instruction, and the teaching of self-regulation skills with observational learning, explicit instruction, and (guided) practice to address both the focus of instruction (what is taught) and the mode of instruction (how it is taught). Further, we investigated the added value of a professional development program for teachers on the effectiveness and implementation of the intervention in the classroom, by adopting a teachers-training-teachers approach. One group of teachers (N = 31) was trained by experts, and subsequently trained their colleagues (N = 37). Quasi-experimental results showed that students’ writing performance improved after the intervention (ES = 0.55), while generalizing over tasks, students, and teachers. Further, teachers became more positive and felt more efficacious about teaching writing after the intervention. There were no differences between trainers and trainees, which provides evidence for the spillover effect of professional development. To get more insight in how teachers implemented the intervention in their classroom and in the social validity of the intervention and the teachers-training-teachers approach, we triangulated post-intervention questionnaires with classroom observations and interviews. This mixed methods approach revealed that both trainers and trainees were highly satisfied with the program and easily adapted their focus of instruction. However, for adjusting the mode of instruction more teacher support seems to be needed. 相似文献
8.
More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her school. In particular, the study examined how the teacher negotiated ideologies with allies, students, and practitioner researchers. Implications suggested that practitioner research groups could provide support for ideological negotiations and teacher identity construction. Educators would benefit from teacher education that explicitly discusses and supports methods of negotiation through case study and video analysis. 相似文献
9.
Silencing the everyday experiences of youth? Deconstructing issues of subjectivity and popular/corporate culture in the English classroom 总被引：1，自引：1，他引：0
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods postgraduate research project with a group of 15- and 16-year-old high school students in Perth, Australia. First, I argue that popular culture texts position young people to assume subjectivities that are heavily informed by the ideologies and discourses of popular/corporate culture. Moreover, I argue that young people's social currency is often defined by the extent to which individuals demonstrate an alliance to such ideologies and discourses, and that individuals who deviate from popular norms experience subjugation and exclusion within peer and social settings. Second, I deal pedagogically with subject English and areas of it that hold relevance in terms of the integration and analysis of ‘the popular’. I argue that many students feel their teachers are ‘out of touch’ with the everyday realities of young people and their popular culture influences, and that there is a lack of commitment by teachers to critically analyse popular culture texts in the classroom. The paper concludes by arguing that such failures risk producing students whose everyday experiences are silenced and who are denied the critical learning spaces necessary to deconstruct the ways they are positioned to adopt certain subjectivities. Moreover, critical and progressive pedagogical praxis need to be further deployed by educators in order to effectively analyse the relationship between youth subjectivities and popular/corporate culture discourses. 相似文献
10.
Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. 相似文献
11.
The purpose of this study is to explore how ideologies about work and education are enacted and negotiated in educational programmes for welfare recipients. Data for this study were collected over a six-month period in two publicly funded educational programmes for welfare recipients in a southern state of the USA. Data consisted of interviews, classroom observations, official documents and curriculum materials, and informal conversations with teachers and students. It was found that although teachers and students at times problematized official discourses in their interviews, these discourses were usually upheld when ideologies were enacted and negotiated in the classrooms. When students raised questions in class and sought to discuss problematic issues, they were discouraged from doing so by teachers, who quickly led discussions back into ‘safe zones’, thus upholding official discourses of the programme. The findings raise questions concerning the ability of these programmes to solve unemployment problems, and raise issues about whose interests these programmes are serving. 相似文献
12.
Carrie Antal 《Compare》2008,38(1):87-102
This article explores the relationship between the propagation of religious nationalist citizenship discourses in classrooms and inter‐religious conflict in the context of two developing democracies, India and Israel. The author concludes that students schooled in religious nationalist ideology in developing nations are at greater risk of accepting exclusionary citizenship discourses without adequate critical analyses of their implications due to poor nations' tendencies toward teacher‐centred and textbook‐based instruction that neglects the development of critical thinking faculties. The acceptance of these ideologies appears to be correlated with an increase in inter‐religious conflict, social destabilization and the subversion of democracy. The corruption of democratic ideals by religiously motivated citizenship discourses has however been partially offset by the power of the vote and other structures inherent in democracy. 相似文献
13.
Yeji Kim 《Globalisation, Societies & Education》2019,17(2):177-193
Guided by neoliberalism and post-colonialism, this article takes the case of global citizenship education (GCE) in South Korea to explore social studies teachers’ experiences and their everyday voices in teaching GCE. The findings demonstrated a number of barriers that teachers confront and the entrenched ideologies behind these hurdles, which contributes to the marginalisation of GCE. By drawing scholarly and policy implications that consider the complicated global/local nexus of GCE within dominant Eurocentric and neoliberal discourses, the study adds to existing research on teachers’ GCE practices from different societies and expands upon the critique of Western-centric, neoliberal perspectives embedded in GCE. 相似文献
14.
Shelley Peterson 《Gender and education》2002,14(4):351-366
This study examined the ways in which gender influences students' choices in their classroom writing. Data sources included the students' writing, small group conversations, classroom observations, and interviews with teachers. For the most part, students attempted to maintain a widely recognized gender order in their talk about girls' and boys' writing. The students' writing choices were constrained or extended by the range of discourses available to construct their gender and literate identities. The boys generally positioned themselves within powerful hegemonic masculine discourses. Some boys, however, wrote about relationships between male friends within competitive environments. Taking up the more powerful masculine discourses, some girls wrote about personal experiences playing team sports. Students made one boy aware that he had positioned himself as incompetent within the social order when he wrote about a gay character. 相似文献
15.
吴进 《广播电视大学学报》2007,(3):5-8
关于冰心作品的文体一般读者已经有了一个模式化的记忆,即"典雅清丽".在从含蓄沉静的古代文体向开放激烈的现代文体的转型中,这种记忆的形成说明了中国现代历史进程中的特殊文体期待.冰心文体的"典雅清丽"是一种经过时代精神改造过了的古典趣味的遗存.在动荡的二十世纪中国,这种文体在变动不居的主流话语中的命运体现了不同时期的文体期待,并传达了不同意识形态对言说及表达方式的关注. 相似文献
16.
Debra McKeown Mary Brindle Karen R. Harris Steve Graham Alyson A. Collins Megan Brown 《Reading and writing》2016,29(6):1105-1140
In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed. 相似文献
17.
Mirka Räisänen 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):533-553
Finnish school teachers are unlike their colleagues in many countries, for their ethos and skills have traditionally formed the basis for a profession which has been very loyal to the state and to the changing educational ideologies of the government. Critical historical periods of wars and social revolutions have, however, produced – to a small degree – different kinds of tendencies. This article discusses the political agency of comprehensive and upper secondary school teachers by looking at a particular point of rupture in the Finnish “master narrative” of a neutral and impartial teacher image. As an example of a counter-narrative, the paper presents a small leftist teacher association called the Democratic School Workers Association (Demko) which existed between 1973 and 1989. Demko’s manifesto texts are analysed with the help of A.J. Greimas’ actantial model in order to find the possible kind of political agency that is constructed for teachers. The analysis shows a major change between the 1970s and 1980s. The early Demko narrative draws from the vocabulary of the neo-leftist student movement, inviting progressive teachers to join the “common struggle”. Demko aims at lobbying the more established political actors, whereas individual agency is shackled by the ideals of monolithicity and unanimity. In the 1980s, along with the fading of societal radicalism, Demko’s narrative evolves into a more polyphonic space for identity debates. Political agency is transferred from the collective to individuals who are supposed to critically reflect Demkoian ideals against their everyday praxis. All in all, Demkoian narrative is interpreted as having enriched the gamut of “possible discourses” in the era of the early Finnish comprehensive school. With its distinctively socio-political orientation, Demko tested the boundaries of the political agency of Finnish teachers. 相似文献
18.
Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing, but practical issues of time and resources often constrain the frequency and quality of training they receive. This mixed method study focused on the design and evaluation of an online tool for building preservice teachers’ writing assessment skills and self-efficacy for writing assessment. In the study, teacher education students interacted with actual 4th-graders’ writing samples via a Web-based critical thinking tool. They received scaffolded practice in assessing multiple student papers and justified their assessments using analytic criteria. After each paper, they received feedback that included access to expert assessments and those of their peers, along with both teacher and peer rationales for their ratings. Participants significantly improved in ability to accurately assess student writing using an analytic approach and in knowledge of the writing traits. They also showed significantly greater self-efficacy for assessing student writing and high levels of satisfaction with the Web-based tool and their overall learning experience. 相似文献
19.
Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found. 相似文献
20.
Writing and writer identity: the poor relation and the search for voice in ‘personal literacy’ 
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下载免费PDF全文 Paul Gardner 《Literacy》2018,52(1):11-19
The teaching of writing has been a relatively neglected aspect of research in literacy. Cultural and socio‐economic reasons for this are suggested. In addition, teachers often readily acknowledge themselves as readers, but rarely as writers. Without a solid grasp of compositional processes, teachers are perhaps prone to adopt schemes that promote mechanistic writing approaches, which are reinforced by top‐down discourses of literacy. This ‘schooling literacy’ is often at odds with children's lives and their narratives of social being. After discussing theories of writing, tensions between ‘schooling literacy’ and ‘personal literacy’ are debated. It is suggested that the disjuncture of the two exposes gaps that provide teachers with spaces in which to construct a writing curriculum embedded in children's language and funds of knowledge. The elevation of this ‘personal literacy’ is viewed as an imperative to enhance children's identities as writers, as well as their engagement with writing. 相似文献