Nolen, Amanda L. & Vander Putten, Jim.(2007). Action research in education: Addressing gaps in ethical principles and practices. Educational Researcher, 36(7), 401-407.
Showing posts with label 2007. Show all posts
Showing posts with label 2007. Show all posts
Scrutinizing the cybersell: Teen-targeted web sites as texts
Crovitz, D. (2007). Scrutinizing the cybersell: Teen-targeted web sites as texts. English Journal, 97(1), 49-55.
An ethics of access: using life history to trace preservice teachers’initial viewpoints on teaching for equity
Johnson, A. (2007). An ethics of access: using life history to trace preservice teachers’initial viewpoints on teaching for equity. Journal of Teacher Education, 58(4), 299-314.
A lethal threat to U.S. teacher education
Weiner, L. (2007). A lethal threat to U.S. teacher education. Journal of Teacher Education, 58(4), 271-286.
Engendering gender equity: Using literature to teach and learn democracy
Kraver Jeraldine R. (2007). Engendering gender equity: Using literature to teach and learn democracy. English Journal,96(6), 67-73.
Final reading outcomes of the national randomized field trial of Success for All
Bowman, Geoffrey D.; Slavin, Robert E.; Cheung Alan C.R.; Chamberlain, Anne M.; Madden, Nancy A.; & Chambers, Bette. (Sept. 2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal,44(3), 701-731.
High-stakes testing and curricular control: A qualitative metasynthesis
Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies
Flanigan, K., & Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent and Adult Literacy, 51(3), 226-238.
Strategies for becoming involved in policy: What was learned when faculty opposed a stand-alone course in phonics
Brenner, Devon. (2007). Strategies for becoming involved in policy: What was learned when faculty opposed a stand-alone course in phonics. Journal of Literacy Research, 39(2), 163-171.
The wisdom of class-size reduction
Grave, E., Hatch, K., Pao, K., & Olm, D. (2007). The wisdom of class-size reduction. American Educational Research Journal 44(3), 670-700.
Critical inquiry and multi-literacies in a first-grade classroom
Crafton, L. K., Brennan, M., & Silvers, P. (2007). Critical inquiry and multi-literacies in a first-grade classroom. Language Arts, 84(6), 510-518.
Navigating a literacy landscape: Teaching conceptual understanding with multiple text types
Boyd, F. B., & Ikpeze, C. H. (2007). Navigating a literacy landscape: Teaching conceptual understanding with multiple text types. Journal of Literacy Research, 39(2), 217-248.
The end(s) of testing
Baker, E. L. (2007). The end(s) of testing. Educational Researcher, 36(6), 309-317.
Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools
Finnigan, K. S. & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools. American Educational Research Journal, 44(3), 594-629.
Race, school achievement, and educational inequality: Toward a student-based inquiry perspective
Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a student-based inquiry perspective. Review of Educational Research, 77(3), 310-333.
Real writers as aware readers: Writing creatively as a means to develop reading skills
Glenn, W.J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent and Adult Literacy, 51(1), 10-20.
Looking back and moving forward: Three tensions in the teacher dispositions discourse
Diaz, M.E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal of Teacher Education, 58(5), 388-396.
Dispositions and teacher assessment: The need for a more rigorous definition
Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365-369.
This brief article delineates some of the issues surrounding NCATE's revision of its standards to include teacher dispositions. Damon's main point is that there is as yet no consensus on an operational definition of "dispositions," which makes the construct difficult to assess. This leaves the door open for abuses that may verge upon "mind control" and indoctrination.
Damon states that both sides of the controversy at least agree that teachers need to believe that all children can learn, but I'm not so certain of that. That may be true in educational circles, but in the political world outside, which is trying to encroach upon education, there are conservative forces that deeply believe that some people are better than others, that certain groups' norms should define what all people should be, and that everyone has the same opportunity to "make good choices" (as they define them) and thus it's their own fault they didn't have the same privileges. No, I do not want people like that teaching children-the ones who focus on what's wrong with kids and who blame them, their families, and their cultures.
This brief article delineates some of the issues surrounding NCATE's revision of its standards to include teacher dispositions. Damon's main point is that there is as yet no consensus on an operational definition of "dispositions," which makes the construct difficult to assess. This leaves the door open for abuses that may verge upon "mind control" and indoctrination.
Damon states that both sides of the controversy at least agree that teachers need to believe that all children can learn, but I'm not so certain of that. That may be true in educational circles, but in the political world outside, which is trying to encroach upon education, there are conservative forces that deeply believe that some people are better than others, that certain groups' norms should define what all people should be, and that everyone has the same opportunity to "make good choices" (as they define them) and thus it's their own fault they didn't have the same privileges. No, I do not want people like that teaching children-the ones who focus on what's wrong with kids and who blame them, their families, and their cultures.
Spellings of words: A neglected facilitator of vocabulary learning
Ehri, L.C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389-404.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
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