Global ETD Search

111	Examining The Effects Of Self-regulated Strategy Development In Combination With Video Self-modeling On Writing By Third Grade Students With Learning Disabilities Miller, Katie 01 January 2013 (has links) This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels. Writing instruction strategy writing intervention self regulated strategy development elementary learning disabilities video modeling video self modeling writing elementary learning disability Education Special Education and Teaching
112	Exploring Uses of Automated Essay Scoring for ESL: Bridging the Gap between Research and Practice Tesh, Geneva Marie 07 1900 (has links) Manually grading essays and providing comprehensive feedback pose significant challenges for writing instructors, requiring subjective assessments of various writing elements. Automated essay scoring (AES) systems have emerged as a potential solution, offering improved grading consistency and time efficiency, along with insightful analytics. However, the use of AES in English as a Second Language (ESL) remains rare. This dissertation aims to explore the implementation of AES in ESL education to enhance teaching and learning. The dissertation presents a study involving ESL teachers who learned to use a specific AES system called LightSide, a free and open text mining tool, to enhance writing instruction. The study involved observations, interviews, and a workshop where teachers learned to build their own AES using LightSide. The study aimed to address questions related to teacher interest in using AES, challenges faced by teachers, and the influence of the workshop on teachers' perceptions of AES. By exploring the use of AES in ESL education, this research provides valuable insights to inform the integration of technology and enhance the teaching and learning of writing skills for English language learners. automated essay scoring (AES) text mining LightSide English as a second language (ESL) English as a foreign language (EFL) writing instruction writing assessment teacher training implementation challenges
113	Hur F-3 lärare talar om skrivande och motivation : En diskursanalys av skrivundervisning / How Primary School Teachers Talk about Writing and Motivation : A Discourse Analysis of Writing Instruction Sköldbäck, Rebecka, Andersén, Siri January 2023 (has links) Syftet med studien är att undersöka vilka skrivdiskurser som framkommer när F-3 lärare talar om sin skrivundervisning och elevers skrivmotivation, med diskursanalys som teoretiskt angreppssätt. I tidigare forskning redogörs för studier från en nationell såväl som internationell kontext. De valda studierna ger en bakgrund till forskningsområdena skrivdiskurser och skrivmotivation. Metoden i studien utgörs av semistrukturerade intervjuer med sju verksamma F-3 lärare. Resultatet visar hur lärares sätt att tala om skrivande domineras av en färdighetsdiskurs. Resultatet synliggör även en diskrepans i lärarnas sätt att förhålla sig till olika skrivdiskurser, samt hur en lärare särskiljer sig från resterande lärare. I relation till elevers skrivmotivation framkommer flera kopplingar till olika skrivdiskurser. Det finns en diskrepans i lärarnas sätt att tala om skrivmotivation i relation till olika skrivdiskurser, samt hur detta speglas i lärarnas motivationsstrategier. I diskussionen lyfts, utifrån tidigare forskning, hur färdighetsdominansen kan bero på en yttre press från nationella mätningar. I diskussionen ifrågasätts även färdighetsdiskursens möjligheter att skapa en inre motivation. Slutsatsen är att en social praktikdiskurs verkar vara gynnsam för elevers skrivmotivation, samt att denna diskurs kan användas oavsett undervisningskontextens yttre förutsättningar. För professionen skapar studiens bidrag en större medvetenhet om hur olika skrivdiskursiva praktiker relaterar till elevers skrivmotivation. discourse analysis discourses of writing motivation motivation to write writing writing instruction diskursanalys motivation skrivande skrivdiskurser skrivmotivation skrivundervisning Didactics Didaktik Learning Lärande Pedagogy Pedagogik Pedagogical Work Pedagogiskt arbete
114	Playable Cases as Authentic Practice in Online Classrooms Haws, Kevin Scott 01 April 2019 (has links) Playable cases are a new type of mixed-reality serious game (SG), combining elements of alternative reality games (ARGs) and education simulations to offer an immersive, transmedia story. Participants advance the plot through interactive gameplay and characters with the goal of creating products and experiencing real-world business situations. This study investigates the effectiveness of the playable case Microcore as a tool specifically for online writing instruction (OWI). Fifty students in online sections of a technical communication course participated in Microcore, in which they responded to pre- and post-survey questions and prompts directed at their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses to the survey were collected, coded for thematic trends, and analyzed. Results from this survey study suggest that playable cases like Microcore may be effective at countering primary OWI difficulties, including disengagement, lack of social presence and humanity, faltering self-efficacy, and unclear, unproductive perceptions about writing assignments. Students responded positively to the playable case and appeared to develop more nuanced views about workplace communication and writing through this immersive narrative and interface. Student engagement interest online writing instruction authentic practice playable case study OWI Microcore ARG storytelling learning alternate reality games immersion serious games Arts and Humanities Curriculum and Instruction Education
115	Composition Studies and Teaching Anxiety: A Pilot Study of Teaching Groups and Discipline- and Program-Specific Triggers Thomas, Brennan M. 27 June 2006 (has links) No description available. teaching anxiety communication apprehension teacher efficacy efficacy composition instruction writing instruction composition studies rhetoric and composition first-year composition teacher-student communication writing program administration
116	Audience Matters: Exploring Audience in Undergraduate Creative Writing Cucciarre, Christine Peters 05 November 2008 (has links) No description available. Higher Education Rhetoric Teacher Education Teaching Audience creative writing pedagogy rhetorical theory literary theory composition theory writing teaching of writing creative writing undergraduate writing instruction
117	DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS? Raab, Marianne Fisher January 2010 (has links) No description available. Business Administration Composition First-Year Composition FYC effectiveness for business students writing skills undergraduate composition courses writing instruction grammar instruction in college
118	A Political Administration: Pedagogy, Location, and Teaching Assistant Preparation Kinney, Kelly A. January 2005 (has links) No description available. Teaching assistant preparation Writing program administration political pedagogy institutional political location institutional critique split subjectivity Rhetoric and Composition college composition
119	Lärares uppfattningar om skrivundervisningeni engelska vid övergången mellan årskurs 3 och årskurs 4 / Teachers’ perceptions of English writing instruction during the transition from grade 3 to grade 4. Josefine, Johansson January 2020 (has links) Syftet med studien är att utforska och inhämta kunskap om lärarnas uppfattningar av elevers behov av skrivkunskaper i engelska från årskurs 3 inför årskurs 4. För att uppnå detta genomfördes intervjuer med verksamma lärare, vilket möjliggjorde besvarandet av forksningsfrågorna. Fenomenologi användes som metodansats för att förstå och analysera lärarnas upplevelser och erfarenheter av skrivundervisningen. Resultatet visade på att förbättrad kommunikationen mellan låg- och mellanstadiet kan ge bättre skrivundervisning för eleverna. En gemensam uppfattning som framkom var bristen på kommunikaiton mellan låg- och mellanstadiet. / The purpose of the study is to explore and gain knowledge about teachers´perceptions of students´ need for writing skills in English from grade 3 to grade 4. To achieve this, interviews were conducted with active teachers, which enabled the answering of the research questions. Phenomenology was used as a methodological approach to understand and analyze the teachers ‘experiences and perceptions of writing instruction. The results showed that improved communication between primary school and middle school can lead to better writing instruction for students. A common perception that emerged was the lack of communication between primary and middle school. English teaching middle school phenomenology primary school write writing instruction Engelskundervisning fenomenologi lågstadiet mellanstadiet skriva skrivundervisning Pedagogy Pedagogik Educational Sciences Utbildningsvetenskap
120	De framgångsrika skrivinstruktionernas gemensamma mönster : en textanalys med särskilt fokus på språkhandlingar och textaktiviteter / The common patterns of successful writing-instructions : A text analysis with a particular focus on speech acts and text activities Pettersson, Eleonor January 2024 (has links) This study investigates how six writing-instructions aimed at third-year students in upper secondary school, resulting in high student performance, are designed. The aim was to identify common patterns of speech acts and text activities in the writing-instructions and to examine how clearly these communicate what is expected of students. To address this, a qualitative analysis of the six writing-instructions was conducted using tools from systemic-functional grammar: speech act and the concept of text activity. The analysis results show that the writinginstructions primarily communicate through the speech acts of statement and command. The speech act statement is used to provide information about the requirements and expectations of the task, while the speech act command structures the instructional part. The congruent use of speech acts demonstrates that all writing-instructions clearly convey their message. The framing text activity of explanation is used in all writing-instructions, providing a clear guidance, and writing frameworks, and is clarified and reinforced by the embedded text activity of description. The study results suggest that writing-instructions that clearly communicate expected content, structure, and writing frameworks correlate with higher student performance. Further research could expand this study with either a larger sample or in combination with an interview study. Writing-instruction Writing-assignments Systemic-functional grammar Speech acts Text activities Skrivinstruktion Skrivuppgift Systemisk-funktionell grammatik Språkhandlingar Textaktiviteter Languages and Literature Språk och litteratur General Literature Studies Litteraturvetenskap

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