Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm

2020 ◽  
pp. 136548022095914
Author(s):  
Dennis S. Davis ◽  
Jill Jones ◽  
Nermin Vehabovic ◽  
Robyn DeIaco
Keyword(s):  
School Reform ◽  
Student Learning ◽  
Reading Intervention ◽  
Upper Elementary ◽  
Intervention Approach ◽  
Tutoring Program ◽  
Based Instruction ◽  
Afterschool Tutoring ◽  
Competing Priorities ◽  
Traditional Approaches

In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us consider what it takes to re-imagine the ‘ofcourseness’ that dominates traditional approaches to tiered intervention in schools. These design tensions are: (1) competing priorities in student learning; (2) compromised forms of inquiry-based instruction; (3) negotiating how texts are chosen; and (4) complexities of responsiveness. These tensions underscore the messy challenges that must be addressed in school reform efforts related to reading intervention for older elementary readers.

scholarly journals Pendekatan Model Pembelajaran Berbasis Portofolio dalam Meningkatkan Tanggung Jawab Belajar Mahasiswa di Sekolah Tinggi Teologi

2019 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Sarah Andrianti
Keyword(s):  
Student Learning ◽  
Theological Seminary ◽  
Literature Study ◽  
Study Materials ◽  
Library Research ◽  
Learning Responsibility ◽  
Improving Student Learning ◽  
Based Instruction

Abstract. This research aimed to describe Portfolio-Based Instruction (PBI) in improving student learning responsibility at Theological Seminary. This research used qualitative and literature study technic. This research brought about the conclusion when PBI applied by consider the compatibility of study materials and purposes of learning than PBI can improves student learning responsibility at Theological Seminary.Abstrak. Penelitian ini bertujuan mendeskripsikan pendekatan model pembelajaran berbasis portofolio (MPBP) dalam meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi (STT). Penelitian menggunakan jenis kualitatif yang bersifat studi pustaka (library research). Penelitian ini menghasikan kesimpulan apabila MPBP diterapkan dengan mempertimbangkan kecocokan materi kuliah dan tujuan perkuliahan, maka dapat meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi.

scholarly journals Penerapan Pembelajaran Problem-Based Instruction Melalui Model Konstruktivisme Pada Materi Program Linear Siswa Kelas X SMK

2018 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Sumihariantini Sumihariantini
Keyword(s):  
Student Learning ◽  
Linear Program ◽  
Average Score ◽  
Test Results ◽  
Program Material ◽  
Learning Mathematics ◽  
Learning Test ◽  
Based Instruction ◽  
Improve Student Learning

Abstrak: Dalam belajar matematika diperlukan pembelajaran yang dapat membangun pemahaman siswa yang didasarkan pada konsep-konsep dasar pemahaman yang dimiliki siswa itu sendiri. Oleh karenanya diharapkan guru mampu meningkatkan kemampuan berpikir dan memecahkan masalah peserta didik dalam Matematika khususnya pada materi program linear. Dengan menerapkan model pembelajaran berdasarkan masalah (Problem-based Instruction) peran guru adalah mengajukan masalah, mengajukan pertanyaan, memberikan kemudahan suasana berdialog dalam proses pemblajaran. Dari hasil pembelajaran yang dilakukan, diperoleh skor nilai rata-rata hasil tes belajar siswa sebesar 78, dimana nilai ketuntasan belajar secara klasikal adalah sebesar 81% dan ini menunjukkan bahwa dengan menerapkan model pembelajaran berdasarkan masalah dapat meningkatkan hasil belajar siswa pada pokok bahasan program linear.Abstract: Learning mathematics requires learning that can build students' understanding based on the basic concepts of understanding possessed by the students themselves. Therefore the teacher is expected to be able to improve the ability to think and solve the problems of students in Mathematics, especially in linear program material. By applying a learning model based on a problem (Problem-based Instruction) the role of the teacher is to raise problems, ask questions, provide an atmosphere of dialogue in the learning process. From the results of the learning done, the average score of the student learning test results is 78, where the classical learning completeness value is 81% and this shows that applying problem based learning models can improve student learning outcomes in linear program material.

Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

2013 ◽  
Vol 42 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer Moon Ro ◽  
Kathleen Magiera ◽  
Kathleen Gradel ◽  
Rhea Simmons
Keyword(s):  
Preservice Teachers ◽  
Tutoring Program ◽  
Afterschool Tutoring

Effects of a Content Knowledge Intervention on Instruction and Learning: A Pilot Study

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Emi Tsuda ◽  
Phillip Ward ◽  
Jacqueline Goodway
Keyword(s):  
Pilot Study ◽  
Physical Education ◽  
Student Learning ◽  
Content Knowledge ◽  
Upper Elementary ◽  
The Past ◽  
Elementary Physical Education ◽  
Elementary Grade ◽  
Instruction And Learning ◽  
Intervention Condition

The purpose of this pilot study was to examine the effects of improving a physical education teacher’s content knowledge and, in turn, the teacher’s instructional effectiveness and student learning in an upper elementary physical education setting. Four classes were randomly assigned to either a comparison condition (n4th = 9 students; n5th = 17) or an intervention condition (n4th = 7; n5th = 10). The teacher taught both conditions. The teacher first taught two classes in the comparison condition in a manner that he had taught for the past five years. Following the completion of the teaching, he received a content knowledge workshop. After the workshop, the teacher taught two classes in the intervention condition. Assessment of the teacher following the workshop showed that he obtained higher content knowledge scores than prior to the workshop. These improvements in content knowledge positively impacted his enacted teaching with more appropriate task selection and better instruction. Student learning also significantly improved in the intervention condition, not in the comparison condition, from pre- to posttest. The findings of this study extend the research demonstrating the effectiveness of improving the content knowledge of teachers in impacting student learning, in this case in the upper elementary grade band.

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

2020 ◽  
pp. 088840642093068
Author(s):  
Amber E. Benedict ◽  
Mary Brownell ◽  
Elizabeth Bettini ◽  
Hyojong Sohn
Keyword(s):  
Elementary Teachers ◽  
Reading Instruction ◽  
Lesson Study ◽  
Reading Difficulties ◽  
Pedagogical Practices ◽  
Upper Elementary ◽  
Evidence Based ◽  
Word Study ◽  
New Knowledge ◽  
Based Instruction

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

School Leadership that is Informed by Students’ and Teachers’ Voices of Hope: Reclaiming Our Lost Ways from an Australian Perspective

2005 ◽  
Vol 15 (2) ◽  
pp. 130-142
Author(s):  
John Smyth
Keyword(s):  
School Reform ◽  
Student Learning ◽  
School Leadership ◽  
Paradigm Shift ◽  
Current Direction

This article1 provides both a critique and a more hopeful alternative to the current direction in school leadership. The central framing argument, written from an Australian perspective, is that dominant regimes of school leadership within current school reform approaches are failing because of their inability to listen to the voices of students and teachers. Illustrations are presented from Australian research indicating that when school leadership and improvement are conceptualized and enacted around student learning rather than around management, testing, fear, punishment, and accountability, then genuine change is possible, particularly for students from the most disadvantaged backgrounds. For this to happen, however, there needs to be a courageous paradigm shift and the development of a “vocabulary of hope” with which to conceive of, and think about, schools. For this kind of leadership reform to become widespread, there must be a willingness to confront and question for whom schools primarily exist.

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