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SIWI in an Itinerant Teaching Setting: Contextual Factors Impacting Instruction
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In: Doctoral Dissertations (2016)
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| 83 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 84 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 85 |
The writing practices and writer identities of adult learners participating in a community-based adult education program
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| 86 |
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures for Supporting Equitable and Rigorous Writing Instruction
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In: Teaching/Writing: The Journal of Writing Teacher Education (2016)
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| 88 |
Corpus-supported academic writing : how can technology help? ...
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| 89 |
Enhancing Business Writing Instruction with Blended Learning
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Wu, Jing. - : University of Alberta, 2015
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| 90 |
Academic Literacy Development and Identity Construction of Undergraduates at an American University in the UAE
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| 91 |
Scaffolding Disciplinary Engagement and Literacy for Reclassified as Fluent English Proficient (R-FEP) Middle School Students
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| 92 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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Abstract:
Purpose. In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development-- for both teachers and teacher leaders. Design. By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion, and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers' involvement and changes in practice over time. Findings. We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in "data reduction" - i.e. not be overwhelmed by the amount of video data - and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction. Practical Implications. This work illustrates how researchers can use video for dual purposes--to conduct literacy investigations and to provide teachers with professional development involving video review and reflection.
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Keyword:
deaf and hard of hearing; deaf education; Education; Elementary Education; In-Service Teacher Development; Literacy; professional development; Reflection; video; Video Tools; writing; writing instruction
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1014&context=utk_theopubs
https://trace.tennessee.edu/utk_theopubs/11
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| 93 |
Practices and Routines in SIWI Lessons that Develop Skills in Reading
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In: Doctoral Dissertations (2015)
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| 94 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 95 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 96 |
Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach
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In: Doctoral Dissertations (2015)
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| 97 |
The language-(in)dependence of writing skills: translation as a tool in writing process research and writing instruction
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| 98 |
Write On! A Sociocultural Approach to Promoting Engagement and Motivation in Writing for Elementary Students
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| 99 |
The Network-Assisted Process Approach in College English Writing Instruction in China
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In: Cross-Cultural Communication; Vol 11, No 6 (2015): Cross-Cultural Communication; 122-126 ; 1923-6700 ; 1712-8358 (2015)
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| 100 |
Review of Discipline and Learn: Bodies, Pedagogy, and Writing. Megan Watkins.
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In: Journal of Teaching Writing; Vol. 30 No. 1 (2015); 95-102 ; 2374-2852 ; 0735-1259 (2015)
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