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Negotiating the Demands of High-Stakes Testing: Graduate Students' Experiences as Teachers Preparing Students for Standardized Assessments in Reading and Language Arts 谈判高风险测试的要求:研究生作为教师的经验,为学生准备阅读和语言艺术的标准化评估
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.68
Andrew Huddleston
This qualitative interview study examined the experiences of four language and literacy education Ph.D. students, as classroom teachers, preparing students for high-stakes testing in public schools. Two of the participants taught in a western U.S. state while the other two currently teach in a southeastern state. The findings revealed that the participants supported progressive education practices. However, the teachers in the in the western state indicated that their state's lower-stakes testing program coincided with their beliefs about teaching and furthered their teaching goals while the teachers in the southeastern state felt that their state's higher-stakes testing program conflicted with their beliefs and hindered their teaching. Participants' approaches for negotiating the demands of testing with their pedagogical beliefs are described.
这一定性访谈研究考察了四名语言和读写教育博士生作为课堂教师在公立学校为学生准备高风险考试的经历。其中两名参与者在美国西部的一个州任教,而另外两名目前在东南部的一个州任教。调查结果显示,受访者支持进步教育。然而,西部州的教师表示,他们州的低风险测试计划符合他们的教学信念,促进了他们的教学目标,而东南部州的教师则认为他们州的高风险测试计划与他们的信念相冲突,阻碍了他们的教学。参与者的方法谈判测试的要求与他们的教学信念进行了描述。
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引用次数: 0
The Power of Critical Media Literacy to Enable Middle Grade Students to Understand Poverty 批判性媒介素养对中学生理解贫困的作用
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.66
L. Soares, J. Price
This research sought to understand how the use of critical media literacy enables middle-grade students to understand poverty as a real and present issue. The study was conducted in one seventh-grade classroom in which the students viewed poverty from the perspective of children similar in age to them. The realities of poverty were presented to the students through the "Invisible Children" film. Afterward, the students wrote reflections on the experience. Findings show that critical media literacy enabled the participants to develop a heightened awareness and to empathize with children of poverty so that the feeling dimension of learning became evident.
本研究试图了解批判性媒体素养的使用如何使中年级学生理解贫困是一个真实而现实的问题。这项研究是在一个七年级的教室里进行的,学生们从与他们年龄相仿的孩子的角度来看待贫困。通过电影《看不见的孩子》向学生们展示了贫困的现实。之后,学生们写下了对这次经历的感想。研究结果表明,批判性媒体素养使参与者能够提高对贫困儿童的认识和同情,从而使学习的感觉维度变得明显。
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引用次数: 0
Reading in Rural Georgia 佐治亚州乡村阅读
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.64
Vikki K. Collins
Young children in rural America face challenges in becoming proficient readers by the end of third grade. Assessment measures required by No Child Left Behind indicate that 50 percent of rural schools reported achievement gaps between low income and non-low income children. This paper examined school district productivity ratings and third grade reading Georgia Criterion-Referenced Competency Test (CRCT) scores from three small city school districts and their separate three county districts in the state's rural areas during the 2007-2008 academic year. Results indicated that school district productivity as measured by adjusted return on investment (ROI) scores varied across rural areas of the state; adjusted ROI scores also carried within city and county systems in the rural areas of the state. All six rural districts included low income percentages of students greater than 50 percent. The findings in this paper warrant additional research regarding the topics of school funding, especially in rural areas, the factors of productivity needed for effective school reform and the efficacy of the state's high-stakes reading assessment.
美国农村地区的孩子在三年级结束时要成为熟练的读者面临着挑战。《不让一个孩子掉队》要求的评估措施表明,50%的农村学校报告了低收入和非低收入儿童之间的成绩差距。本文研究了2007-2008学年,来自该州农村地区的三个小城市学区及其独立的三个县学区的学区生产力评级和三年级阅读格鲁吉亚标准参考能力测试(CRCT)分数。结果表明,以调整后的投资回报率(ROI)分数衡量的学区生产力在该州农村地区有所不同;调整后的ROI分数也在州农村地区的城市和县系统中进行。所有六个农村地区的低收入学生比例都超过50%。本文的研究结果表明,需要对学校资金,特别是农村地区的学校资金,有效学校改革所需的生产力因素以及国家高风险阅读评估的有效性进行更多的研究。
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引用次数: 0
Using Reading Strategies to Enhance Content Learning in Mathematics 运用阅读策略促进数学内容学习
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.67
L. K. Ely, Jerilou J. Moore
This manuscript seeks to provide a framework for teaching reading skills in the various content areas, specifically mathematics and most importantly to pinpoint specific strategies and resources teachers can use to help their students succeed in reading to learn. 
这份手稿旨在为教学阅读技能提供一个框架,在不同的内容领域,特别是数学,最重要的是指出具体的策略和资源,教师可以用来帮助他们的学生在阅读学习中取得成功。
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引用次数: 0
Using Strategy Groups to Meet the Literacy Needs of Diverse Learners 运用策略小组来满足不同学习者的读写需求
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.63
Cherie Byrom
Most teachers are accustomed to using various models of whole group instruction in their reading workshops. When considering a model that is highly effective in helping a group of readers develop more skill in using reading strategies across texts and contexts, Allington (2009) suggests that we look at small groups as a means of instruction and intervention that produces superior academic outcomes. According to Fountas and Pinnell (2001), small group work is particularly important for students who have difficulty learning to read. This focused teaching in small groups makes it possible to provide appropriate instruction for a diverse class of learners. Plainly stated, the biggest reason to work with small groups is to tailor the teaching to the needs of the students (Calkins, 2010). This article will address balancing small group instruction, particularly the use of strategy groups, to provide targeted individualized instruction and meet the needs of all learners.  
大多数教师习惯于在他们的阅读研讨会上使用各种各样的小组教学模式。当考虑一个非常有效地帮助一群读者在跨文本和上下文使用阅读策略方面发展更多技能的模型时,Allington(2009)建议我们将小组视为一种产生卓越学术成果的指导和干预手段。根据Fountas和Pinnell(2001)的研究,小组合作对于学习阅读有困难的学生尤为重要。这种以小组为中心的教学使得为不同类型的学习者提供适当的指导成为可能。简单地说,与小团体合作的最大原因是根据学生的需要量身定制教学(Calkins, 2010)。本文将讨论如何平衡小组教学,特别是策略小组的使用,以提供有针对性的个性化教学,满足所有学习者的需求。
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引用次数: 0
Mission Possible: A Literacy Support System for Adolescent Readers in the Content Areas 可能的任务:内容领域青少年读者的识字支持系统
Pub Date : 2011-10-30 DOI: 10.56887/galiteracy.65
Gail Slye
The task appeared to be one that even highly trained secret agents would deem daunting. A middle school principal had requested assistance from a faculty member of a university education department to participate in a form of scholastic subterfuge. The concern expressed by the building site administrator revolved around an intense level of reluctance by the content area teachers to directly address reading challenges exhibited by their early adolescent or transeunt population. Therefore, the principal suggested using the middle school classrooms as a type of academic laboratory thereby allowing preservice teachers an opportunity to explore the effectiveness of various literacy-based strategies on early adolescents in the seventh and eighth grade enrolled in curricular-based courses.
这项任务似乎连训练有素的特工都觉得很艰巨。一名中学校长要求某大学教育系的一名教员协助参与一种学术上的诡计。建筑工地管理员所表达的担忧围绕着内容区教师强烈不愿意直接解决他们早期青少年或过渡人群所表现出的阅读挑战。因此,校长建议将中学教室作为一种学术实验室,从而使职前教师有机会探索各种基于素养的策略对参加课程基础课程的七年级和八年级早期青少年的有效性。
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引用次数: 0
Seven Habits of Highly Effective Teachers of Reading 高效阅读教师的七个习惯
Pub Date : 2010-10-30 DOI: 10.56887/galiteracy.75
Vicki L. Luther
In 1989, Stephen R. Covey introduced us to a book entitled The 7 Habits of Highly Effective People. In the book, Covey challenges readers to change their lives, and subsequently better their lives, by embodying seven primary habits into every day events. As I thumbed through the pages and perused through Covey's advice, I began to see a correlation between his "habits" and the attributes that we as teachers of reading must possess. As a former elementary school teacher and now as an educator of pre-service teachers, I can say with certainty that there is no more important job than that of a teacher of reading. As I read through the habits, I began thinking about the fact that teachers must exhibit strong positive habits and traits in order that their students, year after year, become fluent, independent, and lifelong readers. Without positive habits, reading instruction will suffer and student potential could be wasted. At that moment, questions began to fill my head: What are seven habits of highly effective teachers of reading? How can Covey's insight be used to enhance the teaching of reading? Using the same framework of Covey's seven habits, I started to think about what each habit may look like for those who teach reading skills to children on a daily basis.
1989年,Stephen R. Covey向我们介绍了一本名为《高效能人士的7个习惯》的书。在书中,柯维通过将七个基本习惯融入到日常生活中,鼓励读者改变自己的生活,进而改善自己的生活。当我翻阅柯维的书,仔细阅读他的建议时,我开始发现他的“习惯”和我们作为阅读教师必须具备的特质之间存在着某种关联。作为一名前小学教师,现在作为一名职前教师的教育者,我可以肯定地说,没有比阅读教师更重要的工作了。当我通读《习惯》时,我开始思考这样一个事实:教师必须表现出强烈的积极的习惯和特征,这样他们的学生才能年复一年地成为流利、独立和终身的读者。没有积极的习惯,阅读教学将受到影响,学生的潜力可能会被浪费。那一刻,我的脑海里开始充满了疑问:高效阅读教师的七个习惯是什么?如何利用柯维的见解来加强阅读教学?使用柯维的七个习惯的框架,我开始思考每个习惯对于那些每天教孩子阅读技巧的人来说是什么样子的。
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引用次数: 0
What's in a Word? Increasing Acquisition of Word Knowledge through Effective Vocabulary Instruction 单词里有什么?通过有效的词汇教学促进词汇知识的习得
Pub Date : 2010-10-30 DOI: 10.56887/galiteracy.78
Loleta D. Sartin, Rosalyn L. Magee
Johnny (a pseudonym) was able to decode the words in the poem, "Democracy." When asked to summarize the poem, Johnny responded, "I don't know what it was about." This is a common scenario in classrooms. Students are able to identify words automatically but are unable to discuss the meaning of the words. Decoding is a component of the reading process, but in order to become a reader, one must be able to both decode and understand the words on the page as defined by the National Reading Panel, are the words we must know to communicate effectively (LINCS, 2010). are four types of vocabulary: listening (words we can hear and understand), speaking (words we use when we speak), reading (words we can identify and understand when we read) and writing (the words we use in writing; Reutzel & Cooter, 2009). As a student's vocabulary increases, the better reader he will become. There is a positive correlation between a person's vocabulary attainment and fluency, comprehension, and oral and written communication skills.
约翰尼(化名)能够破译诗歌“民主”中的单词。当被要求总结这首诗时,约翰尼回答说:“我不知道它是关于什么的。”这是课堂上常见的场景。学生能够自动识别单词,但不能讨论单词的含义。解码是阅读过程的一个组成部分,但为了成为一个读者,一个人必须能够解码和理解由国家阅读小组定义的页面上的单词,是我们必须知道有效沟通的单词(LINCS, 2010)。词汇有四种类型:听力(我们能听到和理解的单词),口语(我们说话时使用的单词),阅读(我们阅读时能够识别和理解的单词)和写作(我们在写作中使用的单词;Reutzel & Cooter, 2009)。随着学生词汇量的增加,他就会成为更好的阅读者。一个人的词汇掌握程度与流利程度、理解力、口头和书面沟通能力呈正相关。
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引用次数: 0
Nontraditional Literacy Nontraditional Forms of Parental Involvement in Literacy Development: The Book Mobile and Other Stories 非传统读写能力父母参与读写能力发展的非传统形式:移动书和其他故事
Pub Date : 2010-10-30 DOI: 10.56887/galiteracy.77
Patricia L. Guerra, Clarena Larrotta
This qualitative research examines family literacy practices used by working-class Latina/o parents. Through personal narratives two Latina researchers illustrate how their parents and family members engage in nontraditional parental involvement activities that promote literacy development and learning. Analysis of narratives reveals incidental learning occurs through nontraditional parent involvement. In literacy development this learning occurs when parents and children interact in daily life activities. Three themes are explored -- nontraditional reading resources, value assigned to literacy, and family interactions. Each theme is explained and accompanied by example narratives. Relevant implications for family literacy instructors are provided.
这项定性研究考察了工人阶级拉丁裔/非裔父母使用的家庭扫盲实践。通过个人叙述,两位拉丁裔研究人员说明了他们的父母和家庭成员如何参与非传统的促进识字发展和学习的父母参与活动。对叙事的分析表明,偶然学习是通过非传统的父母参与发生的。在读写能力的发展中,这种学习发生在父母和孩子在日常生活活动中的互动中。本书探讨了三个主题——非传统阅读资源、赋予读写能力的价值和家庭互动。每个主题都有解释,并附有例子叙述。提供了对家庭扫盲教师的相关影响。
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引用次数: 0
Walking and Writing 散步和写作
Pub Date : 2010-10-30 DOI: 10.56887/galiteracy.79
C. Pace
Determined to introduce a new paradigm for struggling writers, the author developed an analogy that learning to write is like learning to walk. Both are developmental and involve readiness, support, learning from trial and error, and repetition. After all, we're not born knowing how to walk, and we're not born knowing how to write, but by applying researched based strategies effectively, we can learn to do both.
为了给苦苦挣扎的作家们介绍一种新的范式,作者将学习写作比作学习走路。两者都是发展性的,涉及准备、支持、从试错和重复中学习。毕竟,我们不是生来就知道如何走路,也不是生来就知道如何写作,但通过有效地应用研究过的策略,我们可以学会两者兼而有之。
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引用次数: 0
期刊
Georgia Journal of Literacy
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