scholarly journals Examining Pre-Service Literacy Teachers’ Perceptions about Providing Writing Feedback to Elementary Students

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Roberta Raymond ◽  
◽  
Lillian Benavente-McEnery ◽  
Rose Toman ◽  
◽  
...  
Keyword(s):  
Elementary Students ◽  
Literacy Teachers ◽  
Teachers Perceptions ◽  
Writing Feedback

scholarly journals Mexican university teacher-researchers’ biliteracy beliefs and practices

2016 ◽  
Vol 4 (3) ◽  
pp. 3-31 ◽  
Author(s):  
Jitka Crhová ◽  
María del Rocío Domínguez
Keyword(s):  
Academic Literacy ◽  
Language Teachers ◽  
Literacy Teachers ◽  
Beliefs And Practices ◽  
Teachers Perceptions ◽  
Teacher Researchers ◽  
Biliteracy Development ◽  
Academic Settings ◽  
Education Academic ◽  
L2 Literacy

Abstract There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in its character, denominated “multiliteracies” (Cope & Kalantzis, 2013). Furthermore, within the multiliteracies frame, multilingual literacies (Martin-Jones & Jones, 2000) are distinguished and discussed in the present paper, in particular the development of biliteracy in local academic settings. This paper explores connections between the teachers’ perceptions on literacy, teachers’ own biliteracy development as publishing authors and researchers. The research draws on the data obtained through a questionnaire applied in the first phase of the project to 100 participants from three public universities from northern, central and southern part of Mexico, which was completed by analysis of narratives gathered through interviews from a reduced sample of participants (31). The results seem to indicate that language teachers-researchers perceive their L2 literacy in wider terms, beyond mere reading-writing skills development and decodification of the text, which seems to be apparent in academics with higher academic credentials.

scholarly journals Digital Literacy: Teachers' Perceptions of Using Google Accounts in the Online Learning Process

2021 ◽  
Vol 13 (2) ◽  
pp. 1017-1026
Author(s):  
Fatmawati Fatmawati ◽  
Noni Andriyani ◽  
Rika Ningsih
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Survey Method ◽  
Literacy Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Effective Learning ◽  
Face To Face Learning ◽  
Strongly Agree

This current study explores the teacher's perspective on the usefulness of google account in the online learning process at SMAN 1 Tambang, Riau.   The teachers and other school staff did not simply implement the policy of the distance learning process. The shift from face-to-face learning activities to online learning is confusing for teachers, especially senior teachers. Teachers are challenged to be able to use technology in carrying out their duties. The digital literacy of teachers is critical in the implementation of online learning. Hence, an understanding of google classroom, google meet, and google form is an influential media aid in the learning process, especially in online learning. The research method used is a survey method. The sample in this study was 46 teachers of SMAN 1 Tambang. The results showed that 46 respondents who filled out the research questionnaire, 75% stated Strongly Agree, 23% stated Agree, and 2% stated Disagree that google accounts were instrumental in the process of online learning during the Covid-19 pandemic. This result shows that the Google account is an effective learning media used in the online learning process during the Covid-19 pandemic.  Therefore, teacher mastery in the use of Google accounts is part of digital literacy that needs improvement.

scholarly journals “Not Just For Us Nerds”: Examining Elementary Teachers’ Perspectives of Contemporary Children’s Nonfiction

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Danielle E. Hartsfield
Keyword(s):  
Content Analysis ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Positive Response ◽  
Qualitative Content Analysis ◽  
Learning Opportunities ◽  
Teachers Perceptions ◽  
Teachers Perspectives

Children’s nonfiction once had a reputation as a lackluster genre. However, the nonfiction books published today are noteworthy for their appeal and quality. This study’s purpose was to examine contemporary teachers’ perceptions of recent children’s nonfiction. Fourteen elementary teachers shared their opinions of contemporary nonfiction for children in written reflections, which were inductively analyzed using qualitative content analysis. The teachers addressed the following themes in their reflections: 1) presentation of the books, 2) the potential of books to support elementary readers, and 3) ways books could support learning opportunities. The findings indicate these teachers had a positive response to contemporary nonfiction, but they suggest there is still work to be done to ensure elementary students’ access to a diverse array of nonfiction books.

Elementary School Literacy Teachers’ Perceptions and Challenges During COVID-19

2021 ◽  
Author(s):  
Shahar Dotan ◽  
Tami Katzir ◽  
Orly Lipka ◽  
Shelley Shaul
Keyword(s):  
Elementary School ◽  
Literacy Teachers ◽  
Teachers Perceptions

Rural Elementary Students', Parents', and Teachers' Perceptions of Bullying

2002 ◽  
Vol 26 (4) ◽  
pp. 266-277 ◽  
Author(s):  
Margaret S. Stockdale ◽  
Saidou Hangaduambo ◽  
David Duys ◽  
Karl Larson ◽  
Paul D. Sarvela
Keyword(s):  
Elementary Students ◽  
Teachers Perceptions ◽  
Perceptions Of Bullying
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