A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

Constructs of Teaching Writing in Research About Literacy Teacher Education

2019 ◽  
Vol 51 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Randy Bomer ◽  
Charlotte L. Land ◽  
Jessica Cira Rubin ◽  
Laura M. Van Dike
Keyword(s):  
Teacher Education ◽  
Empirical Research ◽  
21St Century ◽  
Writing Pedagogy ◽  
Teaching Writing ◽  
Writing Teachers ◽  
The World ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Teaching Of Writing

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

scholarly journals TEACHING WRITING USING THINK-PAIR-SHARE VIEWED FROM STUDENTS� LEVEL OF RISK-TAKING

2017 ◽  
Vol 6 (1) ◽  
pp. 109
Author(s):  
Ningtyas Orilina Argawati ◽  
Lilis Suryani
Keyword(s):  
Direct Instruction ◽  
Risk Taking ◽  
Teaching Methods ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Writing Test ◽  
Content Organization ◽  
Post Test ◽  
High Level ◽  
Level Of Risk

Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method) on dependent variable (Writing Descriptive skill). The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking�s questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1) Think-Pair-Share is significantly different from direct instruction method to teach writing; (2) the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3) there is an interaction between teaching methods and the students� level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students� condition, in this case their level of risk-taking.Keywords: Think-Pair-Share, Direct instruction method, Writing descriptive text, Risk-Taking

HALIMA KHUDAYBERDIEVA POETRY MASTERY TO USE SYMBOLS AND IMAGES

2020 ◽  
Vol 3 (3) ◽  
pp. 49-52
Author(s):  
Mehrinoz Abbosova ◽  
Keyword(s):  
Deep Understanding ◽  
Artistic Representations ◽  
High Level ◽  
Main Factor

The article deals with the skill of using symbols and emblems in the poetry of the poetess Halima Khudaiberdieva. Poetry is one of the highest forms of art, and its perception requires a high level,high taste, deep understanding from the reader. The article lists important aspects of the requirements for an original poem. It is emphasized that the main factor of mystery in the poem are symbols and allusions. Some examples from the poems of the poet are given and analyzed. Through this, an attempt was made to explore the artistic representations of the poet’s poetry

Semantic Relation Model and Dataset for Remote Sensing Scene Understanding

2021 ◽  
Vol 10 (7) ◽  
pp. 488
Author(s):  
Peng Li ◽  
Dezheng Zhang ◽  
Aziguli Wulamu ◽  
Xin Liu ◽  
Peng Chen
Keyword(s):  
Remote Sensing ◽  
Scene Understanding ◽  
Deep Understanding ◽  
Remote Sensing Images ◽  
Convolutional Network ◽  
Scene Graph ◽  
Multi Scale ◽  
Relationship Extraction ◽  
High Level ◽  
Graph Generation

A deep understanding of our visual world is more than an isolated perception on a series of objects, and the relationships between them also contain rich semantic information. Especially for those satellite remote sensing images, the span is so large that the various objects are always of different sizes and complex spatial compositions. Therefore, the recognition of semantic relations is conducive to strengthen the understanding of remote sensing scenes. In this paper, we propose a novel multi-scale semantic fusion network (MSFN). In this framework, dilated convolution is introduced into a graph convolutional network (GCN) based on an attentional mechanism to fuse and refine multi-scale semantic context, which is crucial to strengthen the cognitive ability of our model Besides, based on the mapping between visual features and semantic embeddings, we design a sparse relationship extraction module to remove meaningless connections among entities and improve the efficiency of scene graph generation. Meanwhile, to further promote the research of scene understanding in remote sensing field, this paper also proposes a remote sensing scene graph dataset (RSSGD). We carry out extensive experiments and the results show that our model significantly outperforms previous methods on scene graph generation. In addition, RSSGD effectively bridges the huge semantic gap between low-level perception and high-level cognition of remote sensing images.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

Countering Threats

2014 ◽  
Vol 4 (2) ◽  
pp. 35-45
Author(s):  
Margarita Jaitner
Keyword(s):  
Social Media ◽  
Law Enforcement ◽  
Ad Hoc ◽  
Physical Violence ◽  
Deep Understanding ◽  
Current Status ◽  
Mobile Web ◽  
Use Of Social Media ◽  
Legal Frameworks ◽  
High Level

The increased adoption of social media has presented security and law enforcement authorities with significant new challenges. For example, the Swedish Security Service (SÄPO) asserts that a large proportion of radicalization takes place in open fora online. Still, approaches to contain social media-driven challenges to security, particularly in democratic societies, remain little explored. Nonetheless, this type of knowledge may become relevant in European countries in the near future: Amongst other factors, the challenging economic situation has resulted in increased public discontent leading to emergence or manifestation of groups that seek to challenge the existing policies by almost any means. Use of social media multiplies the number of vectors that need law enforcement attention. First, a high level of social media adaption allows groups to reach and attract a wider audience. Unlike previously, many groups today consist of a large but very loosely connected network. This lack of cohesion can present a challenge for authorities, to identify emerging key actors and assess threat levels. Second, a high level of mobile web penetration has allowed groups to ad-hoc organize, amend plans and redirect physical activities. Third, the tool social media is as not exclusive to potential perpetrators of unlawful action, but is as well available to law enforcement authorities. Yet, efficient utilization of social media requires a deep understanding of its nature and a well-crafted, comprehensive approach. Acknowledging the broad functionality of social media, as well as its current status in the society, this article describes a model process for security authorities and law enforcement work with social media in general and security services work in particular. The process is cyclic and largely modular. It provides a set of goals and tasks for each stage of a potential event, rather than fixed activities. This allows authorities to adapt the process to individual legal frameworks and organization setups. The approach behind the process is holistic where social media is regarded as both source and destination of information. Ultimately, the process aims at efficiently and effectively mitigating the risk of virtual and physical violence.

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

2017 ◽  
Vol 66 (1) ◽  
pp. 215-231 ◽  
Author(s):  
Rebecca Woodard ◽  
Andrea Vaughan ◽  
Emily Machado
Keyword(s):  
Writing Pedagogy ◽  
Dominant Culture ◽  
Writing Teachers ◽  
Writing Curriculum ◽  
Culturally Sustaining Pedagogy ◽  
Semistructured Interviews ◽  
Critical Practices ◽  
Official Languages ◽  
Using Data ◽  
Urban Classrooms

We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers’ conceptualizations and enactments of culturally sustaining writing pedagogy. Findings indicate that these teachers tended to make space for explicit discussions of language, culture, and power in the writing curriculum and to problematize expressions of dominant culture, such as an emphasis on official languages. We also explore the tensions that these teachers experienced in their pedagogy while engaging in culturally sustaining methods; for example, we documented teachers’ sense that writing needed to be more formal than speech and instances where their critical practices put them at odds with stakeholders in their schools. This work represents an emerging understanding of how culturally sustaining literacy pedagogy might be implemented in practice.

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