将学习目标纳入中学识字课程:评估和实施教师的反馈

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2022-11-21 DOI:10.1002/jaal.1271
Virginia Crisco, Anne Porterfield
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引用次数: 0

摘要

我们重点研究了加利福尼亚州和华盛顿州中学英语语言艺术课程的实施情况,评估了教师如何利用学习目标来支持学生发展专业学习实践。强调目标设定对支持学生自主写作的价值,我们描述了教师不教授这些策略的原因,而不是课程的任何其他方面,并强调了使学习目标有意义的教师的策略。我们最终提供培养专业学习者的周期,作为专业发展的可能解决方案,通过课程规划更好地支持目标设定。
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Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback

Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect of the curriculum, as well as highlight the strategies of teachers who made learning goals meaningful. We ultimately offer the cycle for cultivating expert learners as a possible solution for professional development to better support goal setting through curricular planning.

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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
期刊最新文献
Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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