Search results

1 – 10 of over 7000
Book part
Publication date: 26 August 2019

Molly K. Ness

Purpose – The purpose of this chapter is to explore an application of the gradual release of responsibility (GRR) to the reading comprehension of students in kindergarten to grade…

Abstract

Purpose – The purpose of this chapter is to explore an application of the gradual release of responsibility (GRR) to the reading comprehension of students in kindergarten to grade five.

Findings – In this chapter, the author provides a brief review of think-alouds as a way for proficient readers to model the comprehension strategies that they apply to a text. The author introduces a three-step process in which students gradually take ownership for such strategies through think-alouds, think-alongs, and think alones. The author demonstrates that when students in kindergarten through grade five have strong models of comprehension through think-alouds, they are able to apply these strategies to their own independent reading. Though a case study of one English language arts teacher, the author shows how the teacher released responsibility to students through think-alouds.

Research limitations/implications – The examples within this chapter are from a second-grade classroom in an urban charter school.

Practical implications – This three-step process is applicable to all content areas as well as text genre and reading levels. This approach is a valuable model for teachers to understand how to gradually release comprehension strategies to students across grade levels.

Originality/value of paper – This chapter provides research-based examples of using the GRR model to build students’ ability to inference. Additionally, the chapter provides “I” language and sentence starters to help students internalize comprehension strategies and apply them to independent reading.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

Article
Publication date: 21 May 2018

Margaret Angel Bestwick

The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a…

Abstract

Purpose

The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service.

Design/methodology/approach

This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher.

Findings

During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media.

Practical implications

Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion.

Originality/value

Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.

Details

Social Studies Research and Practice, vol. 13 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 13 April 2021

Melissa Wrenn and Jennifer L. Gallagher

The purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.

Abstract

Purpose

The purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.

Design/methodology/approach

The authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.

Findings

The lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.

Originality/value

The critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

Details

Social Studies Research and Practice, vol. 16 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 5 December 2017

Daniella Laureiro-Martinez

If we want to improve managerial cognition, we need to capture the full spectrum of cognitive functions and the complex processes through which they unfold. I propose two very…

Abstract

If we want to improve managerial cognition, we need to capture the full spectrum of cognitive functions and the complex processes through which they unfold. I propose two very different methods (one older and low-tech, one newer and high-tech) that allow us to observe cognitive functions and processes directly in real time.

Details

Methodological Challenges and Advances in Managerial and Organizational Cognition
Type: Book
ISBN: 978-1-78743-677-0

Keywords

Book part
Publication date: 4 January 2013

Erica Bowers, Ula Manzo, Ann Tarantine and Melissa Base

Purpose – The purpose of the chapter is to provide the reader with an overview of the “Pocket Tutor” project. This project created and implemented read-aloud enhanced podcasts…

Abstract

Purpose – The purpose of the chapter is to provide the reader with an overview of the “Pocket Tutor” project. This project created and implemented read-aloud enhanced podcasts into a University Reading Clinic. The authors provide suggestions for creating, implementing, and modifying the project.

Methodology/approach – The chapter is organized from rationale to creation to implementation. The chapter then makes recommendations for future projects.

Practical implications – The chapter demonstrates how a University Reading Clinic implemented read-aloud enhanced podcasts. These are inexpensive to create and host on free websites for families to access.

Originality/value of paper – As many struggling readers need motivation to read independently outside of school, the Pocket Tutor project provides a viable resource for engaging these readers. Not only are they listening to text at their instructional level, they are also being provided with metacognitive comprehension prompts.

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

Keywords

Book part
Publication date: 28 March 2012

Shelley Xu

Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the…

Abstract

Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the quality of reading instruction for English Learners (ELs).

Design/methodology/approach – The instructional reading strategies and materials and differentiated teaching models presented in this chapter are drawn from a body of current literature on ELs' English language development and on effective reading instruction for ELs. The instructional reading strategies and materials are categorized into five subcomponents of reading instruction: sight words, phonics, fluency, vocabulary, and comprehension.

Findings – Provides differentiated teaching models and specific instructional strategies and materials that target each of the five specific subcomponents of reading instruction for ELs (i.e., sight words, phonics, fluency, vocabulary, and comprehension).

Research limitations/implications – Some publications related to instructional reading strategies and materials may be limited to specific ELs in United States who speak a predominate native language (i.e., Spanish). These instructional reading strategies and materials may not be appropriate for ELs speaking another native language.

Practical implications – A very useful source of differentiated teaching models and practical instructional reading strategies and materials for current and future classroom teachers of ELs.

Originality/value – This chapter provides specific information and resources for current and future classroom teachers of ELs to support them in delivering high quality reading instruction.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Article
Publication date: 9 December 2020

Lan Shi and Eric C.K. Cheng

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

Abstract

Purpose

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

Design/methodology/approach

This study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.

Findings

Results identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.

Originality/value

Few studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 March 2021

Talia Hurwich

This paper aims to illustrate how graphic novel adaptations can engage adolescents in conversations about gender and society, particularly when adaptations are weighed against…

Abstract

Purpose

This paper aims to illustrate how graphic novel adaptations can engage adolescents in conversations about gender and society, particularly when adaptations are weighed against messaging found in a student’s everyday life such as religiously motivated gender normativity.

Design/methodology/approach

This paper is based on quantitative and qualitative analyzes of the interview, think-aloud and survey data collected from 15 adolescents who self-identified as Modern Orthodox Jewish women. Texts used for think-aloud were three graphic novel adaptations that critically adapted potentially misogynistic readings and interpretations of religious Jewish texts such as the Bible.

Findings

Epistemic network analysis and constructivist grounded theory show that visual elements found in each adaptation can spark deeply personal reflections on topics that are often explicitly or implicitly suppressed by social norms such as gender normativity in Jewish texts and practices.

Originality/value

This paper is timely and contributes to understanding the apparent cultural clash between religious conservativism and movements for social change, using the graphic novel to mediate between them.

Details

English Teaching: Practice & Critique, vol. 20 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Open Access
Article
Publication date: 25 October 2021

Sarah-Jane F. Stewart and Jane Ogden

The purpose of this study is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and…

1813

Abstract

Purpose

The purpose of this study is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and obesity.

Design/methodology/approach

Qualitative interview study with a think aloud protocol. A total of 10 participants self-reported to have overweight, obesity or as actively trying to lose weight were recruited through social media and were asked to think aloud whilst exposed to four sets of public health and media materials describing the link between COVID-19 and obesity. Interviews were conducted over zoom, recorded and transcribed verbatim.

Findings

Three primary themes were identified through thematic analysis: “flawed messaging”, “COVID-19 as a teachable moment” and “barriers to change”. Transcending these themes was the notion of balance. Whilst the messaging around COVID-19 and obesity was deemed problematic; for some, it was a teachable moment to facilitate change when their future self and physical health was prioritised. Yet, when focussing on their mental health in the present participants felt more overwhelmed by the barriers and were less likely to take the opportunity to change.

Practical implications

Findings hold implications for public health messaging, highlighting the need for balance between being educational and informative but also supportive, so as to achieve maximum efficacy.

Originality/value

This study offers a novel and useful insight into how the public health and media messaging concerning COVID-19 risk and obesity is perceived by those with overweight and obesity.

Details

Health Education, vol. 122 no. 4
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 16 August 2019

Angela P. Murillo

The purpose of this study is to examine the information needs of earth and environmental scientists regarding how they determine data reusability and relevance. Additionally, this…

Abstract

Purpose

The purpose of this study is to examine the information needs of earth and environmental scientists regarding how they determine data reusability and relevance. Additionally, this study provides strategies for the development of data collections and recommendations for data management and curation for information professionals working alongside researchers.

Design/methodology/approach

This study uses a multi-phase mixed-method approach. The test environment is the DataONE data repository. Phase 1 includes a qualitative and quantitative content analysis of deposited data. Phase 2 consists of a quasi-experiment think-aloud study. This paper reports mainly on Phase 2.

Findings

This study identifies earth and environmental scientists’ information needs to determine data reusability. The findings include a need for information regarding research methods, instruments and data descriptions when determining data reusability, as well as a restructuring of data abstracts. Additional findings include reorganizing of the data record layout and data citation information.

Research limitations/implications

While this study was limited to earth and environmental science data, the findings provide feedback for scientists in other disciplines, as earth and environmental science is a highly interdisciplinary scientific domain that pulls from many disciplines, including biology, ecology and geology, and additionally there has been a significant increase in interdisciplinary research in many scientific fields.

Practical implications

The practical implications include concrete feedback to data librarians, data curators and repository managers, as well as other information professionals as to the information needs of scientists reusing data. The suggestions could be implemented to improve consultative practices when working alongside scientists regarding data deposition and data creation. These suggestions could improve policies for data repositories through direct feedback from scientists. These suggestions could be implemented to improve how data repositories are created and what should be considered mandatory information and secondary information to improve the reusability of data.

Social implications

By examining the information needs of earth and environmental scientists reusing data, this study provides feedback that could change current practices in data deposition, which ultimately could improve the potentiality of data reuse.

Originality/value

While there has been research conducted on data sharing and reuse, this study provides more detailed granularity regarding what information is needed to determine reusability. This study sets itself apart by not focusing on social motivators and demotivators, but by focusing on information provided in a data record.

Details

Collection and Curation, vol. 41 no. 3
Type: Research Article
ISSN: 2514-9326

Keywords

1 – 10 of over 7000