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Ideals and Realities of Inclusive Pedagogy-An Autoethnographic Reflection
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An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators
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Remembering together: Supporting personal narrative in children with autism spectrum disorder
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Dancing and moving beyond traditional literacies: transformative meaning-making in an early years literacies workshop
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The heart of teaching: exploring empathy, genuineness and positive regard in the adult immigrant ESL classroom
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Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors
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Exploring the skills, qualifications and perspectives of American Sign Language teachers in Manitoba
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The interaction between surrogates and tokens in American Sign Language
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“Surrounded by all these contradictions”: every day culture shock in culturally diverse post-secondary classrooms
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Exploring the benefits of a separate course in ASL fingerspelling and numbering to develop students’ receptive competency
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Co-constructing theories of language learning during explorations in a french immersion classroom
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Exploring the experiences and perceptions of EAL learners' challenging cross-cultural interactions
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Why did I mark that? understanding the assessment of student learning through self-study
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Exploring the experiences and perceptions of EAL learners' challenging cross-cultural interactions
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Why did I mark that? understanding the assessment of student learning through self-study
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Sign language: interpreting the linguistic landscape of a Manitoba town
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Engaging reluctant readers in an immersion classroom
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Abstract:
As a classroom teacher, I had found that many of my grade one reluctant readers—those students who could read but chose not to—lacked the motivation to engage in the reading process. Using a qualitative-oriented action research approach I introduced and taught seven classroom practices—Read Aloud, Self-Selected Reading, Literacy Circles, Drama, Reader’s Theatre, Author’s Theatre, and Inquiry—to see which ones helped my reluctant readers increase their motivation to read. By applying multiple methods of data collection and organization—a questionnaire; learning conversations; observations; journaling; and recording sheets—I was able to record what reluctant readers had to say and show about these seven classroom practices. The findings provided that classroom practices that allowed for social interactions, freedom of choice, and the use of voice and movement were the best ways to motivate my young reluctant readers in reading.
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Keyword:
Education; Reading
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URL: http://hdl.handle.net/1993/8606
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