scholarly journals Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions

2020 ◽  
Vol 10 (1) ◽  
pp. 195-202
Author(s):  
Cole Bennett
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Writing Center ◽  
Writing Pedagogy ◽  
The United States ◽  
Classroom Teachers ◽  
Writing Students ◽  
Temporal Moment ◽  
Scholarly Discussion

This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward.  I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.

Undergraduate Psychological Writing

2016 ◽  
Vol 44 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Shaziela Ishak ◽  
Nicholas P. Salter
Keyword(s):  
United States ◽  
Best Practices ◽  
Writing Instruction ◽  
Online Survey ◽  
American Psychological Association ◽  
The United States ◽  
American Psychological ◽  
Writing Assignments

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing instruction. In an online survey, 177 psychology instructors across the United States reported on psychological writing instruction and their writing assignments. In general, we found that instructors reported using many best practices. Comparisons between courses revealed that instructors use course-specific writing instruction such that it becomes progressively complex across courses. However, instructors might not provide students with enough training to successfully complete assignments. Instructors assign diverse assignments, though, suggesting that students get varied practice at psychology-specific writing.

Models of Effective Writing Methods in Teacher Preparation

2022 ◽  
pp. 243-263
Author(s):  
Tracey S. Hodges ◽  
Sharon M. Pratt ◽  
Leslie La Croix ◽  
Sherry Dismuke ◽  
Carol A. Donovan ◽  
...  
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Writing Instruction ◽  
Pacific Northwest ◽  
Core Competencies ◽  
State Level ◽  
The United States ◽  
Theory And Practice ◽  
National Standards ◽  
Effective Models

To shed some light on how writing methods are currently taught in a variety of programs across the United States and continue examining high-quality writing educators, the present chapter presents five distinct models for teacher preparation. These models are the result of meeting state-level standards; national standards through the International Literacy Association (ILA); and core competencies from research, theory, and practice. The course models represent the Pacific Northwest, Midwest, Southeast, and Northeast, showing diversity across the United States. Specifically in the present chapter, the researchers (1) present effective models of writing instruction; (2) provide examples of integrated approaches to research, theory, and practice for writing instruction; and (3) examine limitations and opportunities within each model. The goal of the present chapter is to outline these models in the hopes that other programs can modify and replicate the models that best fit their unique demographics, needs, and literacy standards.

Unified Mathematics in Secondary Schools

1924 ◽  
Vol 17 (5) ◽  
pp. 290-300
Author(s):  
Gertrude Jones
Keyword(s):  
United States ◽  
Mathematics Teachers ◽  
Traditional Instruction ◽  
College Men ◽  
The United States ◽  
Reform Movement ◽  
Classroom Teachers ◽  
University Of Chicago ◽  
Teaching Of Mathematics ◽  
The University

The reform movement in mathematics which had its beginning in England, France and Germany has been felt in this country for more than twenty years, and the end is not yet. In 1901 Professor J. Perry delivered his now famous address on the teaching of mathematics before a congress of mathematicians in Glasgow. Professor Perry was then in charge of certain apprenticeship schools in London. He felt that the mathematics which the students in these schools had studied did not function in their later work. Consequently there must be something wrong with the aim, content, and method of the traditional instruction in mathematics. The movement in this country was first started among college men by Professor E. H. Moore of the University of Chicago. In 1903 in order to spread the doctrine among classroom teachers, associations of mathematics teachers were formed in various sections of the United States and mathematical magazines were established.

Socialist Criticisms of Education in the United States: Problems and Possibilities

1980 ◽  
Vol 50 (4) ◽  
pp. 467-480 ◽  
Author(s):  
William Proefriedt
Keyword(s):  
United States ◽  
Critical Thinking ◽  
The United States ◽  
Classroom Teachers

William Proefriedt examines why classroom teachers have responded unenthusiastically,if not negatively, to socialist criticism of education in the United States. Although essentially in agreement with the socialist critique, he nevertheless points out its shortcomings and the important areas which it has left unexplored. He suggests that a union of the Deweyan tradition of critical thinking and the European sociologists' concern for ideology will foster a philosophy of teaching that is consonant with both the socialist tradition and with the idea that classroom teachers have an active,worthwhile role.

Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings

1988 ◽  
Vol 15 (1) ◽  
pp. 5-9 ◽  
Author(s):  
Ernest A. Lumsden ◽  
Joseph H. Grosslight ◽  
Edward H. Loveland ◽  
John E. Williams
Keyword(s):  
United States ◽  
Graduate Students ◽  
Systematic Approach ◽  
The United States ◽  
Degree Program ◽  
Classroom Teaching ◽  
Classroom Teachers ◽  
Psychology Programs

This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.

scholarly journals "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

2021 ◽  
Vol 23 (3) ◽  
pp. 66-84
Author(s):  
Jen McConnel ◽  
Pamela Beach
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Classroom Culture ◽  
Structured Interviews ◽  
Teachers And Students

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.

Guidelines for Evaluation of Published Metric Materials

1978 ◽  
Vol 25 (5) ◽  
pp. 46-50
Author(s):  
Cecil Trueblood ◽  
Michael Szabo
Keyword(s):  
United States ◽  
School Districts ◽  
International System ◽  
The United States ◽  
Instructional Materials ◽  
Classroom Teachers ◽  
Measurement Instruments ◽  
Foreign Countries ◽  
Curriculum Guides ◽  
Metric Measurement

The metric system has been adopted in the United States, and classroom teachers are being urged to teach metric measurement. Consequently, school districts are looking for quality instructional materials, curriculum guides, and other metric resources to assist teachers in the conversion to the International System (SI). Commercial publishing companies have anticipated the demand for new instructional materials by producing a plethora of metric handbooks, workbooks, worksheets, filmstrips, and metric-measurement instruments of varying quality. Experience in foreign countries (Chalupsky, Crawford, and Carr 1974; Chalupsky et al. 1975) shows that publishers rush in to fill the gap in commercial materials created by legislation. In the haste to publish, the materials that are developed often are inappropriate and even incorrect.

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