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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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| 8 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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| 9 |
Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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| 11 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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Abstract:
The current social climate within the United States has pushed antiracist pedagogies to the forefront of educational discourse in primary, secondary, and post-secondary institutions. Given the fact that the vast majority of public school teachers in primary and secondary schools are white females, the particular ways they approach the instruction of their minority students is of significant importance, as their cultural perspectives are disproportionately represented in classrooms across the country. This study uses an autoethnographic approach combined with scholarship in critical pedagogy and critical race theory to examine 1) the particular ways that cultural conflict manifests between white female teachers and their Black students, 2) how the classroom evaluation portion of Tennessee’s accountability model accommodates the tenets of critical pedagogy, and 3) how the incorporation of students’ standardized test scores affects both teachers and Black students. This study demonstrates the finding drawn from critical race scholarship that in most instances where white female teachers have the intention of furthering social progress for their Black students through educational means, cultural conflict inhibits meaningful progress. It also reveals that one reason for this can be a lack of critical reflection on the part of the teacher. Because this type of critical reflection and instruction must be implemented by the teacher, and the teacher is a representative of a large institutional power structure, this study also reveals that another factor in inhibiting social progress through education is that the incorporation of student TNReady test scores into the teacher’s evaluation score functionally undermines the allowances for critical pedagogy contained in the classroom observation TEAM rubrics.
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Keyword:
accountability models; Autoethnography; critical pedagogy; critical race theory; embodiment; Rhetoric and Composition; writing instruction
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=7404&context=utk_gradthes
https://trace.tennessee.edu/utk_gradthes/6151
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| 12 |
Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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| 14 |
Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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| 15 |
A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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| 17 |
Designing Student Participation in Synchronous Writing Instruction
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| 18 |
Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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| 19 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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