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A Case Study Of Perceptions Of Teachers Engaged In Teaching Reading To Adolescent Students In Middle School
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Book Synopsis A Case Study of Perceptions of Teachers Engaged in Teaching Reading to Adolescent Students in Middle School by : Dennis Clinefelter
Download or read book A Case Study of Perceptions of Teachers Engaged in Teaching Reading to Adolescent Students in Middle School written by Dennis Clinefelter and published by . This book was released on 2008 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a foundational skill that contributes to success in school and life-long endeavors. Teaching students to read and ensuring they learn how to master the five components of the reading process is a primary task of those in the education system. However, there are many students who reach middle school who have not become proficient or advanced readers. Many students continue to struggle with reading, functioning only at a basic or below basic level. The impact of struggling to read can be catastrophic for students and can negatively affect their ability to learn. The focus of this study is a middle school that continually reported a high number of students in 6th, 7th, and 8th grades that struggled with reading. The purpose of the study was to evaluate the perceptions of teachers engaged in teaching reading to adolescent middle school students. Further, the study sought to gain ideas from the teachers regarding adolescent literacy and how to address the problem of middle school students who struggled with reading. This study utilized a qualitative case study methodology. Data were collected through two surveys that used closed and open-ended questions. Data were also gathered from the researcher's classroom observation, team meeting, and informal conversation notes. This study found that a discrepancy existed about the extent of the problem between teachers' perceptions of struggling readers and reported assessment scores. Findings from the study also suggested mixed perceptions regarding the setting and who is responsible for teaching reading among the middle school teachers. In the findings, elements that block students from learning to read or express their reading abilities were identified. The teachers identified numerous ways to assist students but were hesitant to adopt strategies to use in the classroom beyond the aligned curriculum instruction. The findings also revealed that teachers were very definite in listing training needs for teachers and what elements must be included in teaching adolescent literacy. A theme emerged of resistance for some teachers based on the demand to teach a separate reading class and individual perceptions about whose responsibility it is to teach reading. This study may have implications for teachers dealing with similar issues based on the problem of a high number of students that struggle with reading in the middle school setting.
Book Synopsis Navigating Through Adolescence by : Jari-Erik Nurmi
Download or read book Navigating Through Adolescence written by Jari-Erik Nurmi and published by Psychology Press. This book was released on 2001 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Book Synopsis Who's Really Struggling? by : Leah Moreau
Download or read book Who's Really Struggling? written by Leah Moreau and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who struggle with reading are common in today's middle school classrooms. This research used a socioecological framework to explore middle school teachers' perceptions of struggling readers. As the notion of perception encompasses many influences, the research sought out teacher understandings of components and factors relating to reading difficulties, both intrinsic and extrinsic. As well, the study examined teacher views of struggling readers' behaviours, affect, and the classroom implications of their difficulties. Finally, the study explored feelings of both competency and responsibility in the teaching of struggling readers. The research was carried out in three school districts in the Vancouver Island/Gulf Islands, BC area. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from 10 participants were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers' difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. The teachers realized the correlation between reading difficulties and motivation but were unsure how to mitigate the ensuing behaviours in their classrooms. The participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes. Although the teachers in this study wanted to do more to help their students who struggle with reading, they were constrained by a perceived lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, literacy coaching, levelled resources, and a focus on the British Columbia Performance Standards.
Book Synopsis Supporting Literacy Across the Sunshine State by : Julie A. Marsh
Download or read book Supporting Literacy Across the Sunshine State written by Julie A. Marsh and published by Rand Corporation. This book was released on 2008 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Despite recent progress in reading achievement among children in primary grades, many children are not moving beyond basic decoding skills to fluency and comprehension as they go on to higher grades. To address this problem, many policymakers suggest that reading coaches - master teachers who offer ongoing on-site instructional support for teachers - can improve teachers' practice and students' literacy skills. RAND researchers evaluated the middle school reading coach program in Florida to answer these questions: How is the program being implemented by the state, districts, schools, and individual coaches? What is the impact of coaching on teachers' practice and students' achievement in reading and mathematics? What features of reading coach models and practices are associated with better outcomes?"--BOOK JACKET.
Book Synopsis Struggling Adolescent Readers by : Laura Katherine Thomas Hood
Download or read book Struggling Adolescent Readers written by Laura Katherine Thomas Hood and published by . This book was released on 2020 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this qualitative study, I explored teacher beliefs and practices about struggling adolescent readers. I chose to study 3 middle school 7th- and 8th-grade English teachers based on purposeful and convenience sampling through principal recommendation. My data consisted of interviews, observations, and documents to understand what teachers believe about struggling adolescent readers and what teachers of struggling middle school students do during instruction. I created the interviews and observation protocols and analyzed the data using the How People Learn Framework (Darling-Hammond & Bransford, 2005; National Research Council, 2000). Findings suggest (1) negative extrinsic motivation was used to boost student assessment performance, (2) the lack of foundational reading skills can cause problems through adolescence, (3) discussion strategies were used to assist struggling adolescent readers, (4) teachers had strong opinions about data walls, and (5) positive relationships with and between students were beneficial. These findings suggest implications for teachers and school leaders.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Well with Adolescent Learners by : David Strahan
Download or read book Teaching Well with Adolescent Learners written by David Strahan and published by Taylor & Francis. This book was released on 2022-09-22 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concise and accessible book, co-published with the Association for Middle Level Education (AMLE), offers pre-service and in-service middle school and high school educators a way to integrate an understanding of adolescent development with strong pedagogical applications for their students. Blending contemporary research on adolescent development with authentic teachers’ voices, the authors demonstrate methods for how to successfully observe, understand, engage, and teach adolescent students, particularly around the developmental changes that occur from ages 11 to 15 (grades six through ten). The book features real-world classroom narratives that illustrate the successes—and struggles—of everyday teachers, and details specific teaching practices, classroom activities, and lesson ideas that help teachers tap into the energy and talents that adolescent students bring to the classroom. Featuring narrative case studies from teachers in the field, this practical book will be of value to middle and high school educators looking at how the physical and emotional changes experienced by students during adolescence impact their learning. It will also support scholars, practitioners, and students more broadly involved with adolescent development, classroom practice, secondary learning, and equity and inclusion in the classroom.
Book Synopsis Collaborative Learning Communities in Middle School Literacy Education by : Jolene T. Malavasic
Download or read book Collaborative Learning Communities in Middle School Literacy Education written by Jolene T. Malavasic and published by Routledge. This book was released on 2019-06-18 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students’ personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students’ motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.
Book Synopsis Disciplinary and Content Literacy for Today's Adolescents, Sixth Edition by : William G. Brozo
Download or read book Disciplinary and Content Literacy for Today's Adolescents, Sixth Edition written by William G. Brozo and published by Guilford Publications. This book was released on 2017-04-24 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: Well established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6-12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices, illustrated with extended case studies and sample forms. Special attention is given to adaptations to support diverse populations, including English language learners. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to This Edition: *Shift in focus to disciplinary literacy as well as general content-area learning. *Chapter on culturally and linguistically diverse learners. *Incorporates a decade of research and the goals of the Common Core State Standards. *Increased attention to academic vocabulary, English language learners, the use of technology, and multiple text sources, such as graphic novels and digital texts. *Pedagogical features: chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more.
Book Synopsis Funds of Knowledge by : Norma Gonzalez
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Notice & Note written by G. Kylene Beers and published by Heinemann Educational Books. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Examines the new emphasis on text-dependent questions, rigor, and text complexity, and what it means to be literate in the 21st century"--P. [4] of cover.
Author :Sandra L. Christenson Publisher :Springer Science & Business Media ISBN 13 :1461420172 Total Pages :839 pages Book Rating :4.4/5 (614 download)
Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Book Synopsis Middle School ELL and LD Teachers' Perceptions of the Importance of Reading Methods by :
Download or read book Middle School ELL and LD Teachers' Perceptions of the Importance of Reading Methods written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a follow-up to Al-Fadda's (2004) investigation of middle school teacher's perceptions of the importance of reading methods. The primary research question to be addressed in this study was: What are ELL and LD teachers' perceptions of the importance of specific reading strategies for their respective types of students? To address this question the researcher developed a survey with five demographic questions and 44 reading methods based on the framework of the COBRA model developed by Heerman (2002). The researcher administered the survey to public middle and junior high school ELL and LD teachers from Kansas, New Mexico, Oklahoma, and Texas and compared the two groups' perceptions of the importance of several reading strategies. Analysis of the results showed that there was a 60% agreement rate between the two teacher groups (no significant differences) for three of the COBRA goals (background knowledge, comprehension, and study and application) and a 40% difference rate between the two teacher groups (significant differences) for two of the COBRA goals (experiential learning and vocabulary). For the 44 survey items, there was an agreement rate of 82.82%, and a difference rate of 17.18%. The researcher concludes that there were more similarities than differences between ELL teachers' and LD teachers' perceptions of the importance of the surveyed reading methods, however, there were also real differences. The researcher found justification for the belief that ELL and LD teachers should be considered specialist teachers when it comes to rating the relative importance of reading methods. ELL teachers appear to be inclined to use reading methods related to language, experience, and vocabulary methods. The results also reveal that LD teachers appear to be inclined to use reading methods related to intervention strategies with conferencing, coaching, compensatory methods, specific skills development and memory processes. In addition, the researcher noted a large number of methods with small mean differences, showing the certain levels of agreement between the two teacher groups. In terms of the five teacher variables, percentage of ELL students, percentage of low-income students and school enrollment proved to be the least active variables but the teacher variables of teachers' education levels and teachers' experience levels were more active.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rigorous Reading written by Nancy Frey and published by Corwin Press. This book was released on 2013-08-30 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: What it really means to "read closely." What could Fern Arable, Jay Gatsby, and Winston Churchill possibly have in common? They all need masterful teachers to help students revel in their complexity. And Nancy Frey and Doug Fisher are just the two mentors to help you make that happen. Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy and Doug articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further. The 5 Access Points Toward Proficiency Purpose & Modeling: Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading. Close & Scaffolded Reading Instruction: Teachers engage students in repeated readings and discussions, with text-dependent questions, prompts, and cues to help students delve into an author’s ideas. Collaborative Conversations: Teachers orchestrate collaborative learning to get students in the habit of exercising their analytical thinking in the presence of their peers. An Independent Reading Staircase: Teachers artfully steer students to more challenging books, with strategic bursts of instruction and peer conferences to foster metacognitive awareness. Performance: Teachers offer feedback and assessments that help students demonstrate understanding of text in authentic ways and plan instruction based on student understanding. There’s more . . . Also included are illustrative classroom video clips available via QR codes along with an online Facilitator’s Guide with PowerPoints--making Rigorous Reading the only resource a teacher, school, or district needs to seriously stretch students’ capacity to read and comprehend text.
