Chan, Ying Shan. / Thesis submitted in: October 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese; appendix also in Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT IN ENGLISH --- p.ii / ABSTRACT IN CHINESE --- p.iv / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Statement of Problem --- p.3 / Chapter 1.3 --- Purpose and Method of Study --- p.4 / Chapter 1.4 --- Significance of the Study --- p.6 / Chapter 1.5 --- Organization of the Dissertation --- p.7 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Previous Research on Planning and Oral Performance --- p.9 / Chapter 2.2.1 --- Conceptual Framework of Planning Studies --- p.9 / Chapter 2.2.2 --- Aspects of Linguistic Performance --- p.10 / Chapter 2.3 --- The Role of Planning in Writing --- p.13 / Chapter 2.3.1 --- Writing Models --- p.14 / Chapter 2.3.2 --- The Role of L2 in Writing Models --- p.16 / Chapter 2.3.3 --- The Role of L1 in L2 Writing --- p.18 / Chapter 2.4 --- Different Types of Planning --- p.22 / Chapter 2.5 --- The Importance of Planning --- p.23 / Chapter 2.6 --- The Relationship between Planning and Written Performance --- p.24 / Chapter 2.6.1 --- Planning Types --- p.26 / Chapter 2.6.2 --- Research on Pre-task Planning --- p.26 / Chapter 2.6.3 --- Research on Online Planning --- p.27 / Chapter 2.6.4 --- Other Research --- p.28 / Chapter 2.7 --- Chapter Summary --- p.29 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Safeguards for the Research Design --- p.31 / Chapter 3.2.1 --- Classroom Situation --- p.32 / Chapter 3.2.2 --- Purposeful Sampling --- p.33 / Chapter 3.2.3 --- Voluntary Participation and Guarantee of Anonymity --- p.33 / Chapter 3.3 --- The Participants --- p.33 / Chapter 3.4 --- Sources of Data --- p.38 / Chapter 3.4.1 --- Pre-task Questionnaires --- p.39 / Chapter 3.4.2 --- Written Products --- p.39 / Chapter 3.4.3 --- Reflective Questionnaires --- p.40 / Chapter 3.4.4 --- Semi-structured Interviews --- p.40 / Chapter 3.5 --- Procedures of Data Collection --- p.41 / Chapter 3.5.1 --- Selecting the Subjects --- p.41 / Chapter 3.5.2 --- Gathering the Basic Information of the Participants --- p.42 / Chapter 3.5.3 --- Conducting Pilot Studies --- p.43 / Chapter 3.5.4 --- Writing Sessions --- p.44 / Chapter 3.5.5 --- Semi-structured Interviews --- p.47 / Chapter 3.5.6 --- Collecting Questionnaires and Written Products --- p.48 / Chapter 3.6 --- Analysis of the Data --- p.48 / Chapter 3.6.1 --- Eliciting the Questionnaires and Interviews --- p.48 / Chapter 3.6.2 --- Analyzing the Written Products --- p.49 / Chapter 3.6.3 --- Processing the Data --- p.52 / Chapter 3.7 --- Chapter Summary --- p.52 / Notes --- p.53 / Chapter CHAPTER FOUR --- RESULTS --- p.55 / Chapter 4.1 --- Introduction --- p.55 / Chapter 4.2 --- Effects of the Medium of Planning on Written Performance --- p.55 / Chapter 4.2.1 --- The Effects of Task Sequences on Written Performance --- p.55 / Chapter 4.2.2 --- The Effects of the Medium of Planning without the Consideration of Proficiency --- p.57 / Chapter 4.2.3 --- The Effects of the Medium of Planning with the Consideration of Proficiency --- p.59 / Chapter 4.2.4 --- The Effects of the Medium of Planning and Proficiency Level on Written Performance --- p.65 / Chapter 4.3 --- The Comparison between Two Proficiency Groups on Each Task --- p.67 / Chapter 4.4 --- Questionnaires and Interviews --- p.73 / Chapter 4.5 --- Chapter Summary --- p.75 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.77 / Chapter 5.1 --- Introduction --- p.77 / Chapter 5.2 --- The Relationship between the Medium of Planning and Written Performance --- p.77 / Chapter 5.2.1 --- The Effects of the Medium of Planning on Fluency --- p.78 / Chapter 5.2.2 --- The Effects of the Medium of Planning on Accuracy --- p.88 / Chapter 5.2.3 --- The Effects of the Medium of Planning on Complexity --- p.92 / Chapter 5.3 --- Comparison of the Two Proficiency Groups on Each Task --- p.94 / Chapter 5.3.1 --- Two Groups Performing in English Task --- p.94 / Chapter 5.3.2 --- Two Groups Performing in Chinese Task --- p.96 / Chapter 5.4 --- Chapter Summary --- p.100 / Chapter CHAPTER SIX --- "CONCLUSION, IMPLICATIOINS AND RECOMMENDATIONS" --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Conclusion of the Study --- p.102 / Chapter 6.3 --- Implications for Teachers --- p.105 / Chapter 6.3.1 --- Ways to Improve Fluency --- p.106 / Chapter 6.3.2 --- Ways to Improve Accuracy --- p.108 / Chapter 6.4 --- Limitations and Recommendations --- p.109 / Chapter 6.5 --- Chapter Summary --- p.110 / REFERENCES --- p.112 / APPENDICES --- p.118

In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did not appear to affect the child's ability to self-assess writing growth. Children on the first 4 Writing Bands, A, B, C, and D self-assessed using similar criteria. Additional findings suggested that many of these young children knew there was a thought process involved with choosing topics to be written about. The results of this study suggested implications for continued investigations into using self-assessment with young children. For example, it was proposed that varying the learning environment may change the criteria that children use for self-assessment. Further research was recommended that would identify student and teacher behaviors that enhance self-assessment.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Multiple cognitive-linguistic factors have been found to contribute to narrative writing in English, and this study aims to investigate whether the same applies to writing in Chinese. Taken into account the special characteristics in grammar of the Chinese language and the differences between oral dialect and written language, the present study assessed a total of 117 Hong Kong primary school children in either Grade Three or Five on their performances in a range of cognitive-linguistic skills (i.e., syntactic skills, oral-written translation, discourse skills, and topic knowledge) and narrative writing in Chinese. Results of regression analyses showed that oral-written translation skill is the unique and significant predictor of writing in general. Besides, syntactic skills are more predictive for the writing performance of junior writers, while topic knowledge is more crucial to the writing by senior writers. More specifically, syntactic and oral-written translation skills predict the grammar of writing; topic knowledge predicts the fluency of writing; and discourse skills contribute significantly to the content of writing. These findings shed light on understanding the basis of writing in Chinese and serve as a foundation for future research on writing development and difficulties. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

In this dissertation, I present a narrative curriculum inquiry that grew out of a personal teaching experience in an independent Durban school in 2001. A grade seven creative writing project in English turned out to be an experience that was emotionally as well as intellectually intriguing to me. After carrying out the teaching work of my grade seven Teen Stories project, I was left with a strong desire to know what it was about this particular experience that was so important to me. The focus of my research, therefore, became my personal curriculum experience in the context of the Teen Stories creative writing project. In the course of this thesis, I describe how my desire to come to a deeper understanding of my curriculum experience led me to search within my life story to discover fruitful truths about myself as a teacher and a researcher. I illustrate my research journey from the fieldwork in the classroom through to the construction of my narrative research text. Drawing on the conceptual work of scholars such as Dewey (1916; 1934; 1963), Denzin (1989), Clandinin and Connelly (2000), and Conle (1999; 2000), I endeavour to share, make sense of and theorise my personal story of a significant curriculum experience. The study moves outwards from my personal experience to a conceptualisation that I believe has the potential to contribute to the development of new modes of curriculum practice for me and other members of my South African teaching community. / Thesis (M.Ed.)-University of Natal, 2003.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves [250]-257) / Microfiche. / xv, 257 leaves, bound ill. 29 cm

As mudanças sociais vividas pelas sociedades contemporâneas têm afetado diretamente as formas de interação e, consequentemente, vem trazendo novas demandas para a educação escolar que tem entre as suas atribuições, preparar as novas gerações para interagir socialmente. Tais demandas educacionais exigem dos professores novos saberes docentes. Em relação ao ensino de língua materna, na modalidade escrita, urge a necessidade de redirecionar a prática docente para uma concepção de escrita como interação. Diante disso, o presente trabalho é fruto de um estudo de caso da prática de um professor alfabetizador que teve como objetivo geral investigar a concepção de escrita que fundamenta a prática de ensino do professor alfabetizador em relação à produção de textos escritos antes e após a formação continuada, de modo a identificar os impactos de um programa de formação continuada. Para fundamentar teoricamente as análises e reflexões foram utilizados os estudos de ANTUNES (2003) FERREIRO (2009); KLEIMAM (1995); KOCH e ELIAS (2009); MARCUSCHI (2007, 2008); MORAIS (2012); MORTATTI (2004); ROJO, (2005, 2009); SANTOS e ALBUQUERQUE (2007); SCHENEUWLY e DOLZ (2004); SOARES (1998, 2004, 2006, 2012); STREET (2010); TARDIF (2011) e VEIGA e VIANA (2012), entre outros. Na composição do corpus foram utilizados materiais que compõem o banco de dados da UNICAP, sendo eles respostas dadas a questionários e filmagens de aulas de produção textual ministradas por um professor alfabetizador. Com os resultados das análises, partindo do pressuposto que a formação continuada se constitui em um importante instrumento de atualização e qualificação profissional foi possível perceber que as modificações apresentadas em relação à concepção de escrita adotada pelo professor pesquisado e, consequentemente, a mediação das atividades de produção textual, foram pequenas. Situação que pode ser justificada pela desconsideração dos saberes docentes no momento da elaboração do programa de formação continuada oferecido ao professor pesquisado ou pela pouca flexibilidade do Programa o qual o professor fazia parte. Nesse sentido, é preciso considerar, no momento da elaboração dos programas de formações continuadas, os saberes docentes já construídos em sua trajetória profissional de modo a possibilitar o reelaboração das concepções e, consequentemente, das práticas. / The social changes experienced by contemporary societies have directly affected the forms of interaction and , consequently , has brought new demands for education which has among its tasks , prepare the new generations to interact socially. Such educational demands require new teachers teaching knowledge. In relation to mother tongue teaching, writing mode, there is an urgent need to redirect the teaching practice to a conception of writing as interaction. Thus, the present work is the result of a case study of the practice of a literacy teacher who had as main objective to investigate the design of writing that underlies the practice of teaching literacy teacher regarding the production of written texts before and after training continued in order to identify the impact of a continuing education program. To substantiate theoretically analyzes and reflections were used studies ANTUNES (2003); FERREIRO (2009); KLEIMAM (1995); ELIAS and KOCH (2009); MARCUSCHI (2007, 2008); MORAIS (2012); MORTATTI (2004); ROJO, (2005, 2009); SANTOS and ALBUQUERQUE (2007); SCHENEUWLY and DOLZ (2004); SOARES (1998, 2004, 2006, 2012); STREET (2010); TARDIF (2011); VEIGA and VIANA (2012),among others. The composition of the materials that comprise the corpus database UNICAP, they are responses to questionnaires and footage of textual production classes taught by a teacher literacy were used. With the results of the analysis , assuming that the continuing education constitutes an important tool for updating and qualification was possible to see that the modifications made on the design of writing adopted by Professor researched and therefore the mediation of activities textual production, were small . Situation that can be justified by the disregard of teaching knowledge at the time of preparation of the continuing education program offered by the teacher or researched little flexibility Program which was part of the teacher. Therefore, it is necessary to consider at the time of preparation of continuing education programs, teaching knowledge already constructed in his career to enable the reworking of ideas and therefore practices.