为学术准备不足的中学生授课

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2019-05-22 DOI:10.3102/0091732X18821114
D. Perin, J. P. Holschuh
{"title":"为学术准备不足的中学生授课","authors":"D. Perin, J. P. Holschuh","doi":"10.3102/0091732X18821114","DOIUrl":null,"url":null,"abstract":"Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"43 1","pages":"363 - 393"},"PeriodicalIF":2.4000,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821114","citationCount":"18","resultStr":"{\"title\":\"Teaching Academically Underprepared Postsecondary Students\",\"authors\":\"D. Perin, J. P. Holschuh\",\"doi\":\"10.3102/0091732X18821114\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.\",\"PeriodicalId\":47753,\"journal\":{\"name\":\"Review of Research in Education\",\"volume\":\"43 1\",\"pages\":\"363 - 393\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2019-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.3102/0091732X18821114\",\"citationCount\":\"18\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Research in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0091732X18821114\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732X18821114","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 18

摘要

在美国,只有25%至38%的中学教育毕业生是熟练的读者或作家,但许多人继续接受中学后教育,在那里他们学习旨在帮助他们提高基本学术技能的发展教育课程。然而,这一人群的结果很差,一个问题可能是教学方法需要改变。本章讨论了学业准备不足的中学后学生的教学方法,以及如何改变教学以提高学生的成绩。文献中报道了多种方法,包括离散技能教学、提供策略指导、结合新的和多种文字、采用学科和情境化方法、使用数字技术以及整合阅读和写作教学。然而,该领域尚未形成一个明确的理论框架或文献体系,指出如何改进这一领域的教学。根据我们对文献的阅读,我们建议未来的研究方向,这些方向可以为中学后准备不足的学生的教学变化提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Teaching Academically Underprepared Postsecondary Students
Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
期刊最新文献
Creative Methods for Creativity Research(ers)? Speculations Creativity as a Racializing and Ableizing Scientific Object: Disentangling the Democratic Impulse From Justice-Oriented Futures To Democratize, First Decolonize: Approaches Beyond Eurocentric and Colonial Epistemologies in Creativity Unapologetically Black Creative Educational Experiences in Higher Education: A Critical Review Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1