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1.
Abstract

Calls for more attention to social work student writing have gone largely unanswered in the literature and, it can be assumed, in the classroom. An emphasis on writing skills will help prepare students for active and effective advocacy in their practices and in policy arenas. To assure social work instructors that writing instruction, like writing, is no mysterious and impossible chore, this article introduces three key concepts of composition theory: writing to learn, writing as process, and writing as social act. To demonstrate the interrelated applications of these concepts, various uses of classroom journals are presented. Further, instructors are encouraged to require multiple drafts of papers and to provide written assignment guides. Some suggestions for useful commenting on drafts are provided.  相似文献   

2.
Abstract

In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.  相似文献   

3.
Abstract

This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area.  相似文献   

4.
Abstract

Textual plagiarism is a serious violation of established academic protocols, but it requires considerable writing experience and care to avoid as well. Although student understanding of textual plagiarism and their plagiaristic behaviour in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts have been quite well researched, few studies have sought to evaluate instructional interventions specifically designed to reduce plagiarism by empowering student writers with a better knowledge of plagiarism and skills at source referencing. To the best of our knowledge, no study to date has ever systematically assessed students’ understanding of plagiarism and their source referencing performance in response to intervention. This classroom-based research, at a university in Beijing, aimed to discover whether a 6-hour block of instruction could facilitate better understanding of plagiarism and appropriate source referencing skills. The results showed that the intervention did generally give students a better appreciation of how textual plagiarism looks and significantly reduced blatant and subtle plagiarism in their writing. However, students’ heavy reliance on original source language did frequently reoccur in student writing if in less clear-cut ways. Some helpful lessons were drawn from this study.  相似文献   

5.
Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

6.
Learning how to write is a challenging process, typically developed in schools. Teachers’ practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on time devoted to student writing and the teaching of writing, on their practices to promote students’ self-regulated writing, adaptations for less skilled writers, and their perceptions about writing and the teaching of writing. Findings from this survey raised concerns about the quality of writing instruction in both countries. Teachers reported little time devoted for writing and the teaching of writing in their classes. The majority of the teachers rarely used practices to promote students’ self-regulated writing or applied explicit teaching methods for writing instruction. Both Portuguese and Brazilian teachers perceived writing as a shared responsibility. Brazilian teachers, however, agreed with this perception more strongly. Portuguese teachers’ perception of the importance of writing for students’ academic and professional success was higher than the perceptions held by Brazilian teachers. A positive correlation was found between teachers’ preparation to teach writing and their practices to promote students’ self-regulated writing. The implications of these findings are discussed.  相似文献   

7.
Journal writing and mathematics instruction   总被引：3，自引：0，他引：3  
In this article we discuss the educational value of engaging mathematics students in a specific form of writing to learn—the keeping of a journal throughout a mathematics course. As the result of an analysis which comprises both conceptual and empirical components, we suggest that journals have the potential to contribute to mathematics instruction in several ways. As the students write the journals, they can be encouraged to express and reflect upon their feelings, knowledge, processes and beliefs about mathematics, and consequently grow along each of these dimensions. By reading their students' journals, teachers may receive a wealth of information about their students and the course, and consequently improve their teaching. Finally, journals can create a new form of dialogue between the teacher and each student, thus allowing for more individualized instruction and a supportive classroom atmosphere.  相似文献   

8.
As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US.  相似文献   

9.
Abstract

The Faculty Writing Fellows Seminar was designed to develop university instructors’ skill in writing instruction: The 2015–16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and—most importantly—put themselves in the shoes of student writers. The seminar had a positive impact on instructors’ teaching and students’ writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students’ essays outscored essays by students in nonparticipating instructors’ classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning.  相似文献   

10.
ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.  相似文献   

11.
This New Zealand‐based article reports on an analysis of data gathered over two years from upper primary school students on their attitudes to writing and writing instruction and their beliefs about their self‐efficacy as developing writers. Responses from 449 students in five diverse schools are included. Through an online survey administered at the beginning and end of each of the two years, students responded to a range of mostly closed questions. Conclusions (including student comments) were made about students' likes, dislikes and preferences as developing writers. Levels of association between their attitudes and gender and between their attitudes and proficiency levels were explored. Conclusions were also made about how student attitudes affect teacher practice.  相似文献   

12.
《College Teaching》2013,61(4):170-175
Writing to learn is a pedagogical approach grounded in the belief that the reasoning required to write about a topic or concept will help students gain understanding. However, research indicates that the impact writing has on student learning depends on context. Using a mixed-method, quasi-experimental, repeated measures design, we examined how embedding writing-to-learn pedagogy in a required college course impacted students’ learning as well as their perceptions of writing to learn. Our quantitative analysis revealed that writing to learn did not have a differential effect on student achievement of course goals. However, qualitative analysis revealed evidence indicating students valued writing to learn as a way to make sense of course content by reasoning through their ideas and responses to class experiences. From the instructor's perspective, writing to learn also helped build rapport with students. Our results indicated that in our context, writing to learn pedagogy had benefits and limitations. We offer practical implications and pedagogical suggestions based on our experiences and findings.  相似文献   

13.
ABSTRACT

Today, reading aloud is considered ‘a significant component of instruction across grade levels’; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy.  相似文献   

14.
ABSTRACT

The 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   

15.
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16.
Abstract

The purpose of this study is to examine how fifth grade students were impacted by the infusion of multiple writing tasks in mathematics. In this study, writing tasks provided opportunities for students to communicate prior knowledge, share ideas to construct and justify arguments, for reflection, and assessment. In this deductive qualitative study, students’ work samples were analyzed. Findings indicated that students grew in their understanding of mathematics and ability to self-reflect and self-evaluate through multiple opportunities to write for a variety of purposes. The opportunities for constructing mathematical understanding with activities that included writing and discourse also fostered learning between peers. The findings suggest a variety of opportunities to write and engage in mathematics discourse encouraged reflection, evaluation, and learning. Implications for future research include the need to examine the impact of these activities on students’ mathematics understanding as measured by assessments or an analysis of student work samples.  相似文献   

17.
ABSTRACT

From its inception, social work education has consistently embraced the position that field learning is an essential element of professional education. It is through field work that the student has the opportunity to apply knowledge gained in the classroom and to learn the skills necessary for effective social work practice

A study conducted by Fortune et at. (1985) on student satisfaction with field placement revealed that the field instructor or supervisor was a link to student satisfaction with the field practicum. Much has been written on the concept and principles of field education, with discussions on the field instructor's functions in field instruction. However, it seems that such discussions vary greatly in their degree of specificity in spelling out the field instruction tasks. On the other hand, relatively little has been reported on how social work students perceive the roles and tasks of field instructors. It seems obvious that students, with first hand experiences in field work practice, can contribute much to the formulation of knowledge in field instruction

Hence, it is vital and essential to study what social work students actually expect of the roles and behaviors of field instructors as contrast to what is written in the theories of field instruction.

This paper attempts to identify the set of behaviours and tasks perceived by students as important to the work of a field instructor. In the process, it is also envisaged that the “anatomy of field instruction” can be better understood through a clear specification of the activities involved.  相似文献   

18.
Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.  相似文献   

19.
Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is theoretical. In this study, we examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Teaching integer operations is used as an intensity case, as integer operations are challenging for students, and teachers are often required to employ several representations to teach this topic. Following a practice-based approach while also taking prior literature into consideration, we first generate a list of tasks entailed in teaching with representations and then discuss the knowledge demands imposed on teachers to successfully undertake this work. We highlight these tasks and knowledge demands by analyzing and discussing an integer addition and an integer subtraction episode for each of two teachers, Bonita and Karen. Based on our analysis, we organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. We conclude by drawing implications for teacher educators and curriculum developers.  相似文献   

20.
ABSTRACT

Research suggests that it is challenging for elementary students to develop conceptual understanding of trait variation, inheritance of traits, and life cycles. In this study, we report on an effort to promote elementary students’ learning of hereditary-related concepts through scientific modelling, which affords opportunities for elementary students to generate visual representations of structure and function associated with heredity. This study is part of a four-year design-based research project aimed at supporting students’ learning about life science concepts using corn as a model organism. Study data were collected during the implementation of a project-developed, multi-week, model-based curriculum module in eight third-grade classrooms located in the Midwestern United States. Through mixed methods research, we analysed video recorded observations of curriculum implementation, student artefacts, and student interviews. Results illustrate epistemic dimensions of model-based explanations (MBEs) for heredity that students prioritised, as well as significant variation in students’ MBEs in 2 of the 8 classrooms. While findings show neither students’ content knowledge nor model-based instruction associated with their MBEs, qualitative differences in teachers’ curriculum enactment, and more general approaches to science instruction, may help explain observed differences. Implications are discussed for curriculum and instruction in support of students’ MBE for heredity-related concepts.  相似文献   

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