Page: 1 2 3 4 5 6 7 8... 164
61 |
Towards a well-being focussed language pedagogy: enabling arts-based, multilingual learning spaces for young people with refugee backgrounds
|
|
|
|
BASE
|
|
Show details
|
|
62 |
Linguistic Landscape in the School Setting: the Case of the Druze in Israel
|
|
|
|
In: Faculty Contributions to Books (2016)
|
|
BASE
|
|
Show details
|
|
63 |
Multicultural Education and Newcomer Youth: Re-imagining a More Inclusive Vision for Immigrant and Refugee Students
|
|
|
|
In: Faculty Journal Articles (2016)
|
|
BASE
|
|
Show details
|
|
64 |
Book review of Honigsfeld and Dove’s Collaborating and Co-Teaching: Strategies for English Learners for Teachers
|
|
|
|
In: Scholarship and Professional Work – Education (2016)
|
|
BASE
|
|
Show details
|
|
65 |
Bringing Work to the Table
|
|
|
|
In: Scholarship and Professional Work – Education (2016)
|
|
BASE
|
|
Show details
|
|
66 |
Race and Pedagogy: Creating Collaboration for Teacher Transformations
|
|
|
|
In: Scholarship and Professional Work – Education (2016)
|
|
BASE
|
|
Show details
|
|
67 |
Grades K-12 Curriculum Guide for Attucks: The School That Opened A City
|
|
|
|
In: Scholarship and Professional Work – Education (2016)
|
|
BASE
|
|
Show details
|
|
68 |
How to Stay Together at the Table to Talk about Race
|
|
|
|
In: Scholarship and Professional Work – Education (2016)
|
|
BASE
|
|
Show details
|
|
69 |
Qualifizierung von DaF-Lehrkräften weltweit. - Akten des XIII. Internationalen Germanistenkongresses Shanghai 2015 : Germanistik zwischen Tradition und Innovation ; Band 4 : Qualifizierung von DaF-Lehrkräften weltweit. -
|
|
Burneva, Nikolina (Mitwirkender); Geyer, Klaus (Mitwirkender); Funk, Hermann (Mitwirkender). - Darin enthalten: Germanistische Qualifikationen weltweit: Curricula und Berufsbilder von AuslandsgermanistInnen Phonetik und Phonologie Deutsch als Fremdsprache. - Wien : Peter Lang Edition, 2016
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
72 |
Peer-mentoring within the middle and high school music department of the International School of Kuala Lumpur: a case study
|
|
|
|
BASE
|
|
Show details
|
|
73 |
Bridging the gap between declarative knowledge and procedural knowledge through metalinguistic corrective feedback
|
|
|
|
BASE
|
|
Show details
|
|
74 |
The intersection of reading and identity in high school literacy intervention classes
|
|
|
|
Abstract:
Please note that there is an open-access version of this article available through the National Council of Teachers of English website: http://www.ncte.org/library/NCTEFiles/Resources/Journals/RTE/0511-aug2016/RTE0511Intersectionpword.pdf ; It is common practice to enroll adolescents in classes designed to improve their reading. Previous studies of literacy intervention classes focus on students’ acquisition of reading skills and strategies, but few studies consider how reading identities may contribute to literacy learning. To address this gap, I used theories of positioning and identity to answer the question: How do students’ understandings of literacy and their own reading identities interact with the figured worlds of their literacy intervention classrooms? I analyzed interviews, field notes, and artifacts for two students and teachers in different classrooms, focusing on students’ acts of agency. Analyses revealed that the students’ identities as good readers conflicted with the figured worlds of their classrooms, but they responded differently. One challenged the norms of his classroom in a manner contrary to his teacher’s expectations and was unable to disrupt his positioning as struggling reader. The other acquiesced to the norms of her classroom in ways her teacher recognized as characteristic of a capable reader, ultimately upsetting her struggling reader subject position. The findings reveal that students’ acts of agency and teachers’ interpretations of those acts are informed by students’ perceptions of themselves as readers and teachers’ understandings of literacy and learning in intervention classrooms. The findings also problematize the practice of placing students in classes that position them as deficient. Additional research that attends to sociocultural factors in classrooms is necessary to understand the academic, social, and personal implications of particular approaches to literacy instruction and intervention for individual students. ; Accepted manuscript
|
|
Keyword:
Adolescent readers; Curriculum and pedagogy; Education; Education & educational research; Girls; Instruction; Social sciences; Teachers
|
|
URL: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000392907900003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654 https://hdl.handle.net/2144/39235
|
|
BASE
|
|
Hide details
|
|
75 |
Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards
|
|
|
|
BASE
|
|
Show details
|
|
76 |
Teachers’ Perceptions About Math Snacks Spanish Materials
|
|
|
|
In: Educational Technology Faculty Publications and Presentations (2016)
|
|
BASE
|
|
Show details
|
|
77 |
An examination of the agreement between principals and teachers on teaching style, needs of students, and class placement
|
|
|
|
BASE
|
|
Show details
|
|
78 |
Perspectives on global citizenship: Q methodology in the classroom
|
|
|
|
BASE
|
|
Show details
|
|
80 |
Journalism and Everyday Trauma: A Grounded Theory of the Impact From Death-knocks and Court Reporting
|
|
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7 8... 164
|
|