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Ping, Hanci. "Teaching Chinese ESL students in a writing workshop, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/NQ61672.pdf.
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Andrade, Beatriz Gracioli. "Impactos de práticas pedagógicas centradas no letramento em crianças pré-escolares." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251294.
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Orientador: Sérgio Antônio da Silva Leite<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-18T08:15:17Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011<br>Resumo: De acordo com o modelo tradicional de alfabetização, a escrita é compreendida como um código de transcrição da fala, e as atividades pedagógicas visam exclusivamente o domínio deste código. Entretanto, segundo a perspectiva de letramento, não basta apenas saber ler e escrever, ou seja, decodificar o sistema da escrita; é preciso também saber fazer uso do mesmo, de acordo com as próprias necessidades e com as demandas da sociedade. Neste sentido, cabe à educação infantil possibilitar às crianças a participação no mundo da escrita, envolvendo-as em práticas sociais de leitura e escrita. Assim, a presente pesquisa teve como objetivo descrever e analisar as práticas pedagógicas de letramento realizadas por uma professora de educação infantil e identificar os possíveis impactos dessas práticas na relação dos alunos com a escrita, fora do ambiente escolar. A metodologia deste estudo é de natureza qualitativa, com características etnográficas. A coleta de dados foi realizada em uma escola particular de Campinas, e incluiu observações participantes em uma classe de educação infantil, com crianças de 4 a 5 anos. Envolveu as observações da pesquisadora, registradas em um diário de campo, e entrevistas com a professora da classe e com os pais dos alunos. A análise dos dados foi realizada de acordo com estudos sobre alfabetização e letramento e com o referencial histórico-cultural. Baseando-se nos dados analisados, concluímos que esta escola, como instituição historicamente legitimada para o ensino da linguagem escrita, desempenhou um papel fundamental na formação de leitores e produtores de textos. A qualidade da mediação da professora foi essencial para garantir a aprendizagem e o desenvolvimento dos alunos com relação à escrita, além da aproximação afetiva dos mesmos com esse objeto de conhecimento.<br>Asbtract: Pursuant to the traditional alphabetization model, writing is understood as a speaking transcription code, and pedagogical activities aim exclusively to master this code. However, according to the literacy perspective, being able to read and write, in other words, to decode the writing system, is not enough; It is also necessary to know how to make proper use of it, according to the own needs and society demands. In this sense, it is the children educator's duty to enable them to participate in the writing scenario, while involving them in reading and writing social practices. Therefore, the present research aimed to describe and analyze literacy pedagogical practices performed by a child educator and to identify the possible outcomes of these practices in the student's relation to writing outside the scholar environment. This study's methodology is mainly qualitative, with ethnographic features. Data gathering was performed at a private school in the city of Campinas, in a class with 4 and 5-years-old children. Data consisted of observations registered in a field notebook by the researcher, including information gathered from interviews with the children parents. Data was analyzed based on former studies on alphabetization and literacy and also on cultural-historic referential. Based on our results, we concluded that this school, as a historically legitimated institution for written language education, has performed a fundamental role on the formation of readers and text producers. The quality of the professor mediation was substantial to guarantee the students learning and development with regard to the writing, and also to ensure their affection with this learning object.<br>Mestrado<br>Educação, Conhecimento, Linguagem e Arte<br>Mestre em Educação
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Boanova, Cecília Oliveira. "Análise de uma proposta de ensino de geometria descritiva baseada na perspectiva histórico-cultural." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1757.
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Previous issue date: 2011-04-19<br>This dissertation was aimed at planning, implementing and evaluating a
teaching practice based on the historical-cultural perspective of Vygotsky and
focused on the construction of specific knowledge about Lines (Retas), content
topic of the discipline Descriptive Geometry (DG), part of the vocational course
in Furniture Design at the Instituto Federal Sul-rio-grandense (Pelotas
Campus). The teaching practice was developed from two pilot studies and
aimed to overcome the usual difficulties of learning in this discipline, besides
developing spatial reasoning in students. This kind of reasoning is seen as an
important superior psychological function and the teaching practice sprang from
the hypothesis that such a function can be developed through learning GD. The
teaching practice was characterized by: a) offering students courses of
reasoning to be imitated (in the Vygotskian sense of the term); b) going from the
simplest to the most complex contents; c) using concrete materials and
examples from everyday life to impart sense to the concepts; and d) using
writing to systematize and deepen student learning and allow the teacher to
monitor such learning. The assessment of the teaching practice was carried out
by means of a quasi-experimental, qualitative design. The instruments for data
collection were: focus groups; documentary analysis of exercises, tests and
questionnaires, produced by the students; and unstructured observations
conducted by the teacher. The content analysis of collected data indicated that
there was adequate internalization of knowledge, on the part of students, albeit
with varying degrees of thoroughness and time required for learning: they all
passed. The analysis also suggested that these results were achieved through
the dialogic and collaborative interactions that occurred between teacher and
students during the exercises, assessment tests, and explanations aided by the
use of concrete materials and examples of daily life. The use of writing also
constituted an important tool, indicating that it can assist in the development of
spatial reasoning through the conscience fostered by scientific concepts, as well
as help the teacher to monitor the process of internalization of these concepts
by students. The teaching practice analyzed presents potential to contribute to
the discussions aimed at improving the processes of teaching and learning GD,
although such practice is far from constituting a closed proposal, since some of
its aspects need to be further studied and modified<br>A dissertação visou a planejar, implementar e avaliar uma prática de ensino,
embasada na Perspectiva Histórico-cultural de Vygotsky, voltada à construção
dos conhecimentos específicos sobre Retas, conteúdo integrante da disciplina
de Geometria Descritiva (GD), do curso profissionalizante em Design de
Móveis do Instituto Federal Sul-rio-grandense (Campus de Pelotas). A prática
de ensino foi desenvolvida a partir de dois Estudos Piloto e teve como objetivo
superar as habituais dificuldades de aprendizagem nessa disciplina, bem como
desenvolver o raciocínio espacial nos estudantes que dela participaram. Esse
tipo de raciocínio é visto como uma importante função psicológica superior e
partiu-se da hipótese de que pode ser desenvolvido por meio do aprendizado
da GD. A prática de ensino caracterizou-se por: a) oferecer cursos de raciocínio
para serem imitados (no sentido Vygotskyano do termo) pelos estudantes; b)
partir de elementos mais simples até chegar aos mais complexos; c) usar
materiais concretos e exemplos da vida diária para dar sentido aos conceitos; e
d) usar a escrita para sistematizar e aprofundar a aprendizagem dos
estudantes e possibilitar, à professora, o acompanhamento dessa
aprendizagem. A avaliação da prática de ensino foi levada a cabo por meio de
um procedimento quase experimental, de caráter qualitativo. Os instrumentos
para a coleta de dados foram: grupo focal; análise documental de provas,
exercícios e questionários, produzidos pelos estudantes; e observações não
estruturadas realizadas pela professora. A análise de conteúdo dos dados
coletados indicou que houve internalização adequada dos conhecimentos
trabalhados, por parte dos estudantes, embora com graus variáveis de
completude e tempo necessário para aprendizagem: todos foram aprovados. A
análise também sugeriu que esses resultados foram alcançados por meio das
interações dialógicas e colaborativas, ocorridas entre professora e estudantes,
nos momentos de exercícios, nas provas e durante as explicações usando
material concreto e exemplos da vida diária. O uso da escrita também se
configurou numa importante ferramenta, indicando que ela pode auxiliar no
desenvolvimento do raciocínio espacial, pela tomada de consciência dos
conceitos científicos que fomenta, bem como auxiliar o professor a acompanhar
o processo de internalização desses conceitos, por parte dos estudantes.
Assim, considera-se que a prática de ensino, no formato configurado nesta
pesquisa, apresenta potencial para contribuir para a discussão que visa a
melhorias nos processos de ensino e aprendizagem da GD, embora esteja
longe de ser uma proposta fechada, pois nela há pontos que poderiam ser mais
estudados e modificados
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Humbert, Benoît. "La circulation des Scandinaves dans la Rus' aux IXe-XIe siècles : perspectives comparées avec les fondations scandinaves occidentales : Normandie et îles anglo-saxonnes." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4045/document.
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La pénétration des Scandinaves en Russie, qui s’insère dans un vaste mouvement d’échanges qui entre les VIIIe et XIIe siècles fait circuler hommes et biens, apparaît à bien des égards comme un stimulant économique et politique d’envergure dans l’émergence d’organisations politiques et sociales qui aboutirent au développement de centres proto-urbains et du premier État russe. L’objectif de cette étude est donc de s’attacher à travers le traitement des sources historiographiques scandinaves et leur croisement avec les corpus slavon, byzantin et arabo-persan, à l’appréhension des modalités de transport de ces Scandinaves qui empruntèrent la voie de l’Est. Ce traitement nous permettra alors en plus de mesurer la variété et la richesse des contacts et des types de voyages entrepris, de redessiner des itinéraires, et d’appréhender plus en détail de quelle manière l’historiographie envisageait la géographie russe ainsi que le voyage en ces régions<br>The penetration of the Scandinavians in Russia, which takes place in this vast movement of exchanges between the eighth and twelfth centuries where men and goods where circulating around Europe, appears in many respects as a political and economic stimulus in the emergence of political and social organizations that led to the development of proto-urban centers and to the creation of the first Russian state. So the aim of this study is through the analyze of the Scandinavian historiography and its crossing with the Slavonic, Byzantine and Arabo-persian corpuses, to focus on the transport modalities of these Scandinavians who took the road to the East. This treatment will allow us to underline the wide variety of contacts and journeys undertaken, and in addition to reconstruct itineraries, and to understand in a better way how historiography dealt with Russian geography and with the journey across those regions as a pattern
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Jin, Li. "Computer-mediated peer response in a level-IV ESL academic writing class : a cultural historical activity theoretical perspective." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002033.
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Hugosson, Anna. "Handskrift och maskinskrift i lågstadiet : Lågstadielärares val av inlärningsmetoder för handskrift och maskinskrift." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65471.
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Syftet med denna studie är att ta reda på hur lågstadielärare ser på den digitaliserade skriftspråksutvecklingen i skolan samt hur pedagoger undervisar skriftspråket. Samhället som vi människor lever i idag har blivit alltmer digitaliserat och skolan har naturligen följt med i denna digitala utveckling. Datorer och surfplattor är ett vanligt förekommande verktyg i skolor, även om tillgången till dessa verktyg ser olika ut i olika skolor. Studien tar sin utgångspunkt utifrån det sociokulturella och det pragmatiska perspektivet. Undersökningen genomförs med hjälp av enkät som riktas till pedagoger som arbetar i lågstadiet. Resultatet av studien visar att lärarna är positiva till den digitala skriftspråksutvecklingen. Det beror dels på att maskinskriften är ett enkelt verktyg i samband med textbearbetning och dels för att lärarens fokus läggs mer på innehållet än formalia. Resultatet visar även vikten av att bevara handskriften då flera sinnen används vilket underlättar för skrivinlärningen. Lärarna arbetar med skrivinlärning på olika sätt. Några lärare använder en eller flera kända metoder, medan andra har sitt eget sätt att arbeta med skrivinlärningen.<br>The purpose of this study is to find out how teachers in primary schools perceive the digitized writing development in school and how they teach pupils to write. Our society has been digitized and naturally so has the school. Computers and tablets are a common equipment in schools, even though access to these tools differs in Swedish schools. The study is based on a socio-cultural and a pragmatic perspective. The study is conducted by using surveys aims at teachers working in the lower secondary school. The result of the study shows that teachers are positive to the digitized writing development. The main reasons are that the computer is a simple tool to edit the text and the teachers´ focus is mainly on the content than the formalities. The result also shows that several parts of the brain are being used in handwriting which simplify the writing acquisition. The teachers are working differently with writing acquisition. Some are using one or many famous methods and some has their own way to teach writing acquisition.
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Hugosson, Anna. "Handskrift och maskinskrift i lågstadiet : Lågstadieslärares val av inlärningsmetoder för handskrift och maskinskrift." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62799.
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Syftet med denna studie är att ta reda ut på hur lågstadielärare ser på den digitaliserade skriftspråksutvecklingen i skolan samt hur pedagoger undervisar skriftspråket. Samhället som vi människor lever i idag har blivit alltmer digitaliserat och skolan har naturligen följt med i denna digitala utveckling. Datorer och surfplattor är ett vanligt förekommande verktyg i skolor, även om tillgången till dessa verktyg ser olika ut i olika skolor. Studien har sin utgångspunkt utifrån det sociokulturella och pragmatiska perspektivet. Undersökningen genomförs med hjälp av enkät som riktas till pedagoger som arbetar i lågstadiet. Resultatet av studien visar att lärarna är positiva till den digitala skriftspråksutveckling. Det beror på dels på att maskinskriften är ett enkelt verktyg i samband med textbearbetning och dels för att lärarens fokus läggs mer på innehållet än formalia. Resultatet visar även vikten av att bevara handskriften då flera sinnen används vilket underlättar för skrivinlärningen. Lärarna arbetar med skrivinlärning på olika sätt. Några lärare använder en eller flera kända metoder, medan andra har sitt eget sätt att arbeta med skrivinlärning.<br>The purpose of this study is to find out how teachers in primary schools percieve the digitizied writing development in school and how they teach pupils to write. Our society has been digitized and naturally so has the school. Computers and tablets are a common equipment in schools, even though acess to these tools differs in Swedish schools. The study is based on a socio-cultural and a pragmatic persepective. The study is conducted by using surveys aims at teachers working in the lower secondary school. The result of the study shows that teachers are positive to the digitized writing development. The main reasons are that the computer is a simple tool to edit texts and the teachers´ focus is mainly on the content than the formalities. The result also shows that serveral parts of the brain are being used in handwriting which simplify the writing acquisition. The teachers are working differently with writing acquisition. Some are using one or many famous methods and some has their own way to teach writing acquisition.
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Zaal, Frida. "Students’ Perception of their Reading and Writing Difficulties, School Experience and Future Aspirations : - A Cross-Cultural Qualitative Interview Study with Upper Secondary Students in Malta and Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415708.
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The main purpose of this study was to increase knowledge on the views of students with reading and writing difficulties when it comes to their perception of their difficulties, school experiences and future aspirations. The second aim was to increase knowledge about some differences and similarities between Malta and Sweden in the subject field. The research questions concerned students’ descriptions of their diagnostic processes, perception of their difficulties, strengths and coping strategies, school experience and future aspirations. A qualitative interview study was conducted with five Swedish and six Maltese upper secondary school students. The Ecological systems theory and Didactic theory together with previous research were used to analyse the results. To summarise the results, almost all of the students diagnosed with dyslexia showed a positive attitude towards having the report. The Maltese students described the absolute necessity of a diagnosis to receive support. No student in the study described having received support and structured phonological training as recommended by previous research. The students described a wide range of difficulties, strengths and coping strategies mainly in line with previous research. The importance of concentration when learning and taking tests was accentuated. Listening to a skilled teacher was emphasised as one of the best ways of learning, and the importance of willpower was highlighted. The students showed the importance of communicating with teachers, finding own methods, and make the most of one’s strengths to close the gaps in the areas in which one experiences difficulties. For all the Maltese students, private lessons have been a source of support, while none of the Swedish mentioned any private training. For the majority, both parents and a hobby played an important role when it comes to support and well-being. All students described school as difficult, but students’ experiences of school ranged from humiliating to somehow supportive. Some of the Maltese students described that they were afraid of being judged for using dyslexia as an excuse, while some of the Swedish students described they felt the right to support and adjustments. All students but one described that they had lowered their future aspirations due to their difficulties. All students seem to rely on their own strategies for school success. In the light of the theoretical framework – the Ecological systems theory, Didactic theory and previous research – the results could imply both a need for improving teachers’ literacy and didactic skills within the existing systems as well as a need for curriculum development and change of examinations systems.
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Alves, Clarice Vaz Peres. "A escrita no contexto acadêmico: uma abordagem a partir das ideias de L.S Vygotski." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1662.
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Previous issue date: 2013-10-09<br>Even though there are several studies that show both the difficulties which students from all levels have to write their texts and the attempts to change this situation, the problem has persisted. Therefore, based on this context, this study aimed at evaluating whether a pedagogical intervention with Pedagogy students taking their teaching degree at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil led to learning and the development of their awareness raising strategies and of their capacity to control their written production while triggering the use of superior psychological functions in this process. The intervention was supported by the Cultural-historical approach in Psychology and by Textual Linguistics. The pedagogical intervention was carried out in the light of interpsychological processes (Vygotski, 1998) and of the process approach to the study of texts. Five out of seventeen students who took part in this study composed the corpus of this qualitative research. They were interviewed at the beginning of the semester, when the pedagogical intervention was implemented; then, a selection process was carried out. The evaluation of the intervention was conducted after the students wrote ten texts (abstracts), answered a questionnaire (after the intervention) and took part in interviews, both before and after the intervention. Results showed that the pedagogical intervention not only triggered students awareness regarding the elements that are needed to produce well-written texts but also developed the control of such aspects. Findings also revealed that writing practices developed in the pedagogical intervention potentialized the use of superior psychological functions. Therefore, the results of this study imply that the teaching of written text production, mediated by interpsychological processes and the process approach to the study of texts, enables students to become more proficient writers.<br>Apesar da existência de diversos estudos que revelam as dificuldades que os estudantes, pertencentes a diferentes níveis de ensino, apresentam para redigir seus textos e as tentativas de mudanças sobre essa situação, o problema ainda persiste. Assim, a partir desse contexto, este trabalho tem como objetivo avaliar os efeitos de uma intervenção pedagógica sobre o desenvolvimento da tomada de consciência e da capacidade de controle da escrita e sobre o emprego de funções psicológicas superiores, relacionadas a essa atividade, em um grupo de estudantes de um Curso de Licenciatura em Pedagogia. O estudo foi amparado pelos preceitos da abordagem psicológica Histórico-Cultural e da Linguística Textual. A intervenção pedagógica foi realizada com base em processos interpsicológicos (VYGOTSKI, 1998) e na abordagem processual de texto. A pesquisa, de caráter qualitativo, contou com a participação de dezessete estudantes. Desse total, cinco constituíram o corpus deste estudo, cuja escolha não foi aleatória. O critério que utilizamos para a seleção dos estudantes foi a disponibilidade deles em contribuir com nosso estudo. A avaliação da intervenção ocorreu mediante a produção de dez textos, pertencentes ao gênero resumo; um questionário, aplicado pós-intervenção e entrevistas, realizadas antes e após a intervenção. Os resultados encontrados apontam que a intervenção pedagógica que realizamos propiciou aos acadêmicos que dela participaram a tomada de consciência acerca de elementos necessários à produção de textos escritos, bem como o desenvolvimento do controle sobre alguns desses aspectos. Os achados também revelam que as práticas de escrita desenvolvidas na intervenção pedagógica potencializaram o emprego de funções psicológicas superiores. Portanto, os resultados deste estudo sugerem que o ensino da produção de textos escritos, mediado pelos processos interpsicológicos e pela abordagem processual de texto, possibilita aos estudantes tornarem-se escritores mais proficientes.
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Danho, Athra. "Förskoleklassen – en förberedande verksamhet inför skolan : en kvalitativ studie om uppfattningen av uppdraget i förskoleklassen och lärarnas arbetsätt och metoder som främjar barnens läs- och skrivutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14741.
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The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools. My questions are: What conceptions does teachers have about their mission in a preschool class? What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development? The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing. The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.
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Ågren, Susanne. "Språkutveckling med hjälp av Tragetons metod; möjligheter och hinder : Att skriva sig till läsning med dator och surfplatta." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16259.
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The purpose of this study is to describe some primary school teachers understanding of language development and approach of first and second language speakers with Arne Tragetons Writing to reading, for pupils in early ages. By using a qualitative method with interviews and participant observations and informal conversations, the basis for the survey was collected. Four teachers in three schools participated. The proportion of second-language pupils at each school was 35%, 17% and 0%. My theoretical starting point in the study was the hermeneutic research tradition, which has been used to interpret and understand the collected material. Theories of behaviorism, constructivism and socio-cultural perspective has been used in the analysis part of this study. Furthermore, the material has been compared against previous research on reading and writing development using computers. The development of reading and writing has been studied by the concept of functional reading and writing, theories of motivation, and pupil-oriented scaffolding of the proximal development zone. The results indicate that the teachers mainly use a sociocultural approach. They have a student close thinking in terms of both knowledge and interest in the implementation of teaching. The teachers take a positive view on learning with the aid of computer. They see the benefits that pupils have a good production of texts and that students have the opportunity to develop a meta-language through cooperation and dialogue when working with computers. A further result is that what is supportive for second language speaking pupils is also supportive for native language speaking pupils.
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Johnson, Penelope Gail. "Contexts for writing : understanding the child's perspective." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4906/.
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The integration of social theories into a cognitive explanation of the composing process enlarges our notion of context, calling attention to the historical, social and ideological forces that shape the making of knowledge in educational settings. These approaches suggest that context cues certain actions and that students gain entry into academic contexts if they learn the appropriate forms and discourse conventions. However, methodological approaches to teaching do not address how individuals construct meaning, use knowledge for their own purposes, or engage in reflective processes that influence how individuals will act in a socially-governed situation. Nor do they address the issue of how school-acquired knowledge may be transformed to enable individual students to take ownership of their writing. These concerns motivate the attempt to form a cognitive-social epistemic that acknowledges and explains the role of the individual in constructing meaning within culturally-organized activities in primary educational systems. Through questionnaires, interviews and classroom observations, and applying qualitative analytical procedures, the study discloses layers of complexity in a multi-level description of the ways context and cognition interact. At the general level, a comparative analysis of teachers' and pupils' rationales underlying given writing tasks produces converging references to the educational purposes for writing. At a deeper level, findings that writing possibilities and social possibilities are dynamically interlinked with the emergence of identity, suggest that learning is a constructive process of meaning-making which is uniquely manifested in diverse ways. Studies of classroom interaction determine the impact of strategies deployed within classroom communication to control the meaning-making process and make it possible to discuss the efficacies of peer-interaction in the classroom. A second strand of contextual-oriented research in a non-school setting, which incorporates the computer as a writing tool, reinforces the view that children are primarily social players negotiating roles and relationships by whatever mediational means are made available to them. In light of these results, the thesis acknowledges the complexity of a largely implicit cultural architecture for directing the context of action, and concludes that this structure will be explicated only by adopting an inclusive research strategy to encompass simultaneous acting influences.
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Coelho, Izac Trindade [UNESP]. "Pedagogia histórico-crítica e alfabetização: elementos para uma perspectiva histórico-crítica do ensino da leitura e da escrita." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138222.
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Previous issue date: 2016-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este trabalho versa sobre a alfabetização na perspectiva pedagógica histórico-crítica. Nossa problemática de pesquisa reside na necessidade de propostas pedagógicas aliadas à uma concepção crítica e dialética de alfabetização e, simultaneamente, na ausência de estudos que enfoquem o ensino inicial da leitura e da escrita por esse viés analítico. No percurso de delineamento de uma concepção histórica e crítica de alfabetização, dialogamos com as concepções atuais de alfabetização e letramento, proposta por Magda Soares, bem como a influente concepção construtivista e a, ainda resistente, perspectiva tradicional. O objetivo do diálogo foi o de estabelecer os postulados de cada vertente pedagógica em relação à alfabetização de modo a esclarecer as divergências de suas concepções à de uma proposta histórico-crítica de alfabetização. Como objeto de estudo, tomamos a linguagem escrita nas formulações psicológicas da Escola de Vigotski e as proposições metodológicas da Pedagogia Histórico-Crítica, refletindo como a segunda estabelece em princípios pedagógicos aquilo que a primeira postula como percurso do desenvolvimento cultural dos indivíduos em fase de escolarização. Partindo da hipótese de que a palavra é o instrumento-guia do ensino-aprendizagem dos conteúdos da alfabetização e, ademais, de que as propostas pedagógicas para a alfabetização de crianças existentes reforçam a cisão entre conteúdo e forma da palavra, priorizando sua face fonética em detrimento de sua face semântica, constatamos que, apenas uma alfabetização que unifique tais faces fonética e semântica dará conta de ensinar a linguagem escrita aliada às dimensões simbólica, abstrata e conceitual que lhe é própria. A título de conclusão e contribuição do trabalho desenvolvido, esboçamos ideias gerais sobre a alfabetização dirigida pelos termos da Pedagogia Histórico-Crítica e orientada à humanização dos seres humanos.<br>This research deals with literacy process on the critical historical pedagogy perspective. Our research problem is established by the necessity of pedagogical proposals related to a dialectic and critical conception of literacy and, simultaneously, to the absence of studies focused on the teaching of writing and reading process through this point of view. By defining a critical and historical conception of literacy, we dialogued with current conception of writing and reading process, proposed by Magda Soares, as well as the influent constructivist conception and, the so resistant, traditional perspective. That dialogue aimed at establishing the postulates of each pedagogical fields related to literacy in order to clarify divergences between these conception and a critical and historical literacy proposal. As object of study it was taken up the concept of written language from the Vigotskian School and the pedagogical approaches of critical historical pedagogy as we reflected on how both theories deal with the concept of written language. Assuming that the word is the leading-instrument for the learning and teaching of reading and writing and, besides that, the pedagogical proposals for children literacy rupture both phonetic and semantic faces of the word, we found that the teaching of writing and reading must unify both sides phonetic and semantic in order to address the abstractive, symbolic and conceptual dimension of the written language. In conclusion, we sketched out some general ideas for the educator who wishes to teach according to a critical perspective and oriented towards human beings humanization.
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Wilson, Kristina. "Lärares arbete med språk-, läs- och skrivundervisning i inkluderande skolpraktiker." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62555.
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Den här undersökningens syfte är att undersöka hur några lärare inom den svenska grundskolan, arbetar med språk-, läs- och skrivundervisning för att möta den mångfald som finns i ett klassrum samt deras uppfattning av hur det är att arbeta inkluderande i dessa verksamheter. Som metod har kvalitativa semistrukturerade intervjuer används. Teoretisk utgångspunkt är det sociokulturella perspektivet på lärande. Resultaten visar att lärare jobbar med viss medvetenhet enligt olika metoder och strategier inom språk-, läs- och skrivundervisning där alla elever är inkludera. Studien visar även att kunskaper kring inkluderande metoder för läs- och skrivundervisning är större bland lärare som fått fortbildning. Det finns ett stort intresse bland lärare för att utveckla samarbete och kollegialt lärande samt sina undervisningspraktiker. Fördelarna med inkluderande undervisningspraktiker är att elever ser och accepterar varandras olikheter och man är en tillgång för varandra i olika lärsituationer. Samtidigt menar man att det finns praktiska svårigheter som kräver kunskaper, stöd och resurser.<br>The aim of this study is to examine how some teachers in the Swedish Elementary School work with language-, reading- and writing to meet the diversity of students within the classroom and these teachers’ opinions about inclusion in these contexts. The method used is qualitative, semi-structured interviews. Theory as a starting point is the socio-cultural perspektive on learning. The results show that teachers work with certain awareness according to several different methods and strategies within the context of language-, reading- and writing, where all students are included. This study also shows that teachers taken part in further-education has a greater knowledge about inclusive reading and writing methods. There is a great interest among teachers to cooperate and develope their teaching practices. The advantages with inclusive teaching practices are that students see and learn to accept each others differences and they are one another’s access in different learning situations. At the same time it is shown that there are practical difficulties that requires knowledge, support and resources.
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Tang, Haw Chon. "Cross-cultural perspectives in psychology /." Title page, contents page and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspst1641.pdf.
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Wiebe, Sunita. "Fractures in perspectives on good student writing." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31747.
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While university students are expected to be good academic writers, there is little consensus on what constitutes good writing. The purpose of this study was to document fractures in instructors' and students' perspectives on good academic writing by surveying 157 instructors and 523 students about first-year writing at the University of British Columbia. The survey instrument consisted of a four-part questionnaire. The author used three composition pedagogies (Current Traditional Rhetoric, Expressivism and Social Construction) to ascertain how instructors and students ranked and graded three sample paragraphs of first-year student writing and assessed the importance of 45 writing attributes. Respondents' scores of the 45 attributes were aggregated into seven attribute families (Mechanics, Author's Voice, Social Analysis, Paragraph Structure, Academic Inquiry, Figurative Language and Academic Conventions). The author also measured the extent to which assessments of good writing were shaped by faculty's world views and personal characteristics, or their academic situations. Of the 14 measures used (three ranking options, three grading options, and assessments of importance of seven attribute families and combined attributes), there were nine fractures dividing instructors from students. The biggest involved Academic Inquiry (which instructors favoured), Social Analysis and Author's Voice (both of which students favoured). There was no consensus among instructors. All three paragraphs received a wide range of grades. Every paragraph was ranked top, middle or bottom with no majority opinion for any one paragraph about how best to write. Of the 14 measures, there were six fractures between instructor operations (paragraph ranking and grading) and preferences (importance of different writing attributes). Situational variables had more influence on instructors' paragraph assessments while personological characteristics were more predictive of the importance they assigned writing attributes. Instructors were most divided by employment status and world view. They were also divided by gender, country of birth and first language. Fractures in perspectives on good writing divide instructors from students as well as faculty themselves. Centralized Writing Departments that use a three-pronged research/pedagogical/administrative approach should therefore be established to investigate fracture points; navigate students through such fractures; and provide writing researchers, instructors, and program planners administrative and funding support.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Lee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.
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Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.
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The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers.
As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.
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Flynn, Warren. "Fragments of the moon (novel) ; and." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0073.
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Fragments of the Moon is a novel set mostly in South Korea, examining relationships between people, interpersonal spaces, architectural spaces and landscape through a cross-cultural context. Matt, a graduate architect from Perth, Australia, finds himself increasingly vulnerable to cultural confusion as he adjusts to life away from his home and friends. Having initially assumed that Seoul's western facade echoes its social dynamic, Matt increasingly discovers that the Confucianism which underpins much of contemporary Korean society makes all relationships far more complex than his assumptions had allowed. Together with a Canadian student who is seeking to find the essence of a different Korea through her investigation of Buddhism, and through meeting diverse Korean characters, readers will discover several of the many facets of contemporary Korean culture. Readers will be encouraged to test the slippery surfaces on which familiar and unfamiliar attitudes to bodies, landscape and created spaces rest. 'Body, Space, Ideas of Home: Cross-cultural Perspectives' (thesis) The thesis examines the interaction of body space, architectural space, landscape, and emotional states in contemporary literary fiction from several cultural perspectives. Bodies, landscapes, and architectural spaces are shown to be devices through which contemporary authors with different cultural backgrounds have expressed character and explored ideas, especially thematic concerns related to cultural or cross-cultural confusion or understanding. Notions of 'feeling at home' and 'being alien' are investigated through the work of authors who either have a cross-cultural heritage (e.g. Jhumpa Lahiri a Bengali/American), or who write about a culture which is not their own (e.g. Dianne Highbridge, an Australian writing about Japan). Several chosen authors explore the relationships between the spiritual and the physical, the metaphysical and the corporeal. These elements are particularly highlighted when examining the narratives of Tim Winton (The Riders, 1994) and Simone Lazaroo (The World Waiting To Be Made, 1994); and two of Japan's most popular writers, Haruki Murakami (Norwegian Wood, 2000) and Banana Yoshimoto (Lizard, 1995). For some writers, this exploration of spaces forms the focal point of their work; for others, it is an important facet of their narrative world, which helps to ground their writing for contemporary readers whose own backgrounds must also influence their understandings.
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Martin, Richard. "Perspectives on interconnection : the new American writing reviewed." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311410.
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Fraser, Evan David Gaviller. "Cultural perspectives of the urban forest." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ29458.pdf.
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Sedig, Sheila Marie Dolan. "Public Health Perspectives of Cultural Competence." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594537.
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Racial health disparities and social injustices in health care continue in the United States (US) despite decades of research, policies, and programs dedicated to their elimination (Feagin & Bennefield, 2014). Cultural competency education of health care providers has been one way purported to help sensitize professionals to these inequities, thus seeking to address racial bias, unequal treatment, and misunderstandings of minority populations (Office of Minority Health, 2001). Such education can begin when students enter academia to commence their health care education, and certainly occurs as a student moves on through their academic career, particularly as they enter their post-graduate level studies. Investigating the required cultural competency course of a Master of Public Health (MPH) program through the perspectives of faculty, current students, and alumni for its ability to develop culturally sensitive health care practitioners was the aim of this case study. Document analysis and direct observation of the one cultural competency course required for all concentrations in one MPH program was undertaken. This was a semester-long course and was offered face-to-face and online; both were observed. In-depth interviews of faculty, current students, and alumni of the same program were also conducted. Using the public health critical race (PHCR) praxis theoretical framework (Ford & Airhihenbuwa, 2010b), data was analyzed to determine how, and to what extent, faculty teach cultural competency, students internalize this instruction, and alumni put this education into practice. By using a critical theoretical framework designed for public health program development, this study found that such a framework has effective utility as a curriculum – this framework could be used to increase students understanding of racial issues that impact health and health care. Data also revealed a schematic believed, by faculty, students, and alumni, to be important for the development of cultural competence. The findings also point to the importance of creating space in the classroom for both minority and majority voices to feel free to express difficult issues without repercussions of stereo-typing and name-calling; and for faculty to be able to effectively deal with such discourse. Curriculum that addresses issues of health disparities and social justice, classroom praxis, and faculty role-modeling can be combined to create the institutional environment where culturally sensitive and socially just health care practitioners may emerge.
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Sarran, Marina. "Love in America : cross-cultural perspectives /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.
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Shamoon, Georgette. "Individanpassad undervisning med fokus på elever med läs- och skrivsvårigheter i kombination med ADHD : Tillämpande av metoder i undervisningssyfte." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-54975.
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My degree project will be about individualized education, focusing on students with readingand writing difficulties in combination with ADHD. The interest in teaching students withdifferent functional variations is large and hence my choice of subject. The purpose of thiswork is to see what methods 2 educators that teaches in a remedial class, grade 4-6, have attheir disposal to support students with reading and writing difficulties and how these methodsare applied in practice. The theoretical starting points are the socio-cultural perspective andthe low-impact pedagogy. To see how my theories, work in practice, I have chosen to observea. These were conducted in a special class with 5-6 students per occasion. In this group, thereare two teachers. In the result part of the study I analyse specific situations in order to see ifand, if so, how the teachers work in the line with the aforementioned theoretical perspectives.The low-level pedagogy has an important part in teaching and social interaction. If the pupilshave faith in the educators, they create a prerequisite for further development in the students.<br>Mitt examensarbete handlar om individanpassad undervisning med fokus på elever med läs-och skrivsvårigheter i kombination med ADHD. Intresset att undervisa elever med olikafunktionsvariationer är stort och därav mitt val av ämne. Syftet med detta arbete är att se vilkametoder 2 pedagogerna som undervisar en specialklass i åk 4-6, har till sitt förfogande för attstötta elever med läs- och skrivsvårigheter, samt hur dessa metoder tillämpas i praktiken. Deteoretiska utgångspunkter jag utgår från är det sociokulturella perspektivet samt denlågaffektiva pedagogiken. Det sociokulturella perspektivet utgår från Vygotskijs teori om hursamspel formar människans beteende och är ur ett individperspektiv. Lågaffektiv pedagogikär ur ett utvecklings- och neuropsykologiskt perspektiv. För att kunna se hur mina teorierfungerar i praktiken har jag valt att göra klassrumsobservationer . Observationerna utfördes ien specialklass med 5-6 elever per tillfälle. I denna grupp är det två pedagoger som bedriverundervisningen. I min resultatdel analyseras specifika situationer som utspelat sig underobservationen samt vad jag ser för kopplingar mellan pedagogernas agerande och de tidigarenämnda teorierna. Den lågaffektiva pedagogiken har en viktig roll i undervisningen och detsociala samspelet. Har eleverna tilltro till pedagogerna skapar man en förutsättning för vidareutveckling hos eleverna.
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Yillah, Dauda. "Post-war French writings on Black Africa : the ambiguities and paradoxes of a cross-cultural perspective." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:6fed22a9-2401-45ef-b492-aa0e5ee65163.
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Edward Said stresses the politically and ideologically skewed nature of western imperial responses to colonised or formerly colonised cultures and peoples, articulated in a variety of media, including scholarly and imaginative writings, which are inflected by the various kinds of power (political, intellectual, cultural and moral) that the West has wielded and continues to wield over non-Western regions of the world. While recognising the pathbreaking import of Said's work, critics have pointed out his blindness to the possibilities of resistance to and subversion of the discourse of Empire within the western-authored texts that he discusses. Even where he does consider the issue of resistance and opposition to Empire by western intellectuals, he still stresses the complicity of their texts with the processes of Empire. If one were to pursue the logic of such criticisms to its limit and apply it to the intellectual resistance generated from the centre in the context of the post-War dismantling of European overseas empires and its aftermath, one might be tempted to conclude that such resistance constitutes an unqualified disruption of colonial modes of apprehending difference. Against the backdrop of such readings of Said, this thesis examines the issue of cross-cultural representation in a selection of mainstream metropolitan French writings relating to black Africa produced between 1945 and the present. It brings together scholars and writers like Gide, Sartre and Griaule, some of whose works relating to black Africa belong to the first decade of the post-War period marked by France's continued colonial presence in the continent. It also considers other scholars and writers like Dumont, Conchon, Verchave and Le Clézio, whose books appeared in the second and succeeding decades of the period. The overall aim is to identify the ways in which these writers respond individually and collectively to black Africa often construed as a paradigm of cultural difference, and to consider whether such cross-cultural responses, given their historical context, can be described as being invariably a function of the changing relations between France and black Africa. What forms do the cross-cultural responses take? What cultural assumptions and ideological motivations shape those responses? Are the responses entirely disruptive of colonial modes of relating to difference? If not, what are their aporias, their ambiguities and paradoxes? My conclusion is that while Sartre and others relate to black Africa with unmistakeable empathy, their positive cross-cultural disposition does not necessarily enable them to attain a relationship with the peoples and cultures of Africa which is an equipollent relationship between equals.
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Bell, Deborah L. "PEDAGOGICAL AND CULTURAL PHENOMENA OF ON-DEMAND WRITING INSTRUCTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/449.
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In 1985, 66 school districts filed a suit against the Kentucky Department of Education accusing the system of inequitable spending practices. In 1990, the Supreme Court declared the entire educational program unconstitutional, resulting in the Kentucky Education Reform Act or KERA. This new reform movement brought a plethora of changes to school districts across the state including its mode of assessment. KERA introduced new avenues of measuring student progress using writing as the main vehicle to assess content and communication skills. Unfortunately, the majority of Kentucky's high schools showed little improvement in this tested area with only 34% of high schools reaching proficiency in the past twenty years of KERA's existence. In 2009, Kentucky passed into law Senate Bill 1, voiding the previous assessment but increasing the focus on on-demand writing for five grades rather than the three required by KERA. Preempting this new reform was the adoption of the Common Core Standards, which also includes a focus on writing. This consistent attention to writing assessment, and data identifying writing as a major weakness across the Commonwealth, prompted the impetus to examine four schools that achieve high scores in on-demand writing assessment. This qualitative investigation employed a case study design to research these four sites, which represented four different geographic locations in the state. Data sources included observations, interviews, document analysis, and fieldnotes to explore these schools through an interpretivist lens. The collected data were entered into qualitative research software to enable collective coding resulting in distinct categories and resulting themes. Three themes evolved in this cross-case analysis: curriculum, learning culture, and motivation. Teachers from these schools use similar classroom strategies and the learning environments reflect corresponding characteristics. Each school addressed student motivation differently, but the analogous perception of inducing intrinsic and extrinsic student engagement in writing occurred in all four schools. The implications of these results could be overwhelmingly positive as schools seek suggestions to improve writing scores. The findings from this investigation are relevant to the time and may serve as an impetus to improve writing instruction.
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SALGADO, LUCIANA CARDOSO DE CASTRO. "CULTURAL VIEWPOINT METAPHORS TO EXPLORE AND COMMUNICATE CULTURAL PERSPECTIVES IN CROSS-CULTURAL HCI DESIGN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28911@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>BOLSA NOTA 10<br>Mais do que nunca, um dos desafios para o design de interação hoje é o desenvolvimento de sistemas que atendam às necessidades e expectativas de pessoas de diferentes origens culturais e sociais. A perspectiva mais amplamente adotada é a internacionalização-localização. Internacionalização é o processo de separação do código do núcleo funcional das especificidades da interface do sistema (por exemplo, o idioma, as medidas, etc.). Com a localização, a interface é customizada para um determinado público (através da tradução do idioma, dos marcadores culturais e até mesmo de características técnicas, por exemplo). Internacionalização e localização têm como resultado esconder ou neutralizar diferenças culturais entre as comunidades de usuários e contextos de uso distintos. Estamos, no entanto, interessados nas situações onde a intenção de design é praticamente oposta: explorar a diversidade cultural. Esta tese oferece conhecimento novo para ajudar designers de IHC a comunicarem sua intenção de design quando querem promover o contato dos usuários com a diversidade cultural. São apresentadas cinco metáforas de perspectivas culturais (CVM) para apoiar o raciocínio e a tomada de decisão sobre dimensões da experiência intercultural. As metáforas derivam de estudos empíricos aplicando Engenharia Semiótica para analisar e re-projetar interfaces de sistemas multiculturais. A fim de investigar se e como estas metáforas apoiam os profissionais de IHC em tempo de design e de avaliação, realizamos um estudo de caso para avaliar como as CVM podem ser usadas em atividades de re-projeto e avaliação. Descobrimos que as CVM desempenham um papel importante nos estágios iniciais do re-projeto e efetivamente ajudam os designers a raciocinar sobre possíveis experiências interculturais que poderão acontecer em tempo de interação. Além disso, as CVM fornecem uma rica grade epistêmica, onde a consistência das escolhas de projeto se destaca mais claramente.<br>More than ever before, today one of the challenges for interaction design is the development of systems aiming to attend to the needs and expectations of people with different cultural and social backgrounds. The most widely used perspective in cross-cultural design is internationalization-localization. Internationalization is the process of separating the core functionality code from system s interface specifics (e.g. text language, measures, etc.). With localization, the interface is customized for a particular audience (through language translation, cultural markers and even technical features, for instance). The result of internationalization and localization is to conceal or neutralize cultural differences among different user communities and contexts of use. We are, however, interested in another situation: one where the design intent is virtually the opposite: to expose and explore cultural diversity. This is the case, for instance, when the purpose of the designed system is to stimulate users to make contact with a foreign culture. This thesis provides new knowledge to help HCI designers communicate their intent when they want to promote the users contact with cultural diversity. We present five cultural viewpoint metaphors (CVM) to support reasoning and decision-making about intercultural experience dimensions. The metaphors derive from empirical studies applying Semiotic Engineering to analyze and re-design cross-cultural systems interfaces. In order to investigate if and how CVM actually support HCI professionals/practitioners at design and evaluation time, we carried out an extensive case study to assess how CVM can be used in design and evaluation activities. We found that CVM played an important role in early design stages, helping designers to reason effectively about intercultural experiences while determining which cultural perspective they want to adopt. Furthermore, CVM features provided a rich epistemic grid where the consistency of design choices stands out more clearly.
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Pedersen, Joelle Marie. "TheNeglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108402.
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Thesis advisor: Marilyn Cochran-Smith<br>Prior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the CCSS called for major shifts in the teaching of writing reinforced by the requirements of rigorous new standardized writing assessments. While the high stakes attached to these new assessments place all teachers under increased pressure to improve students’ writing, little is known about how teachers perceive the standards and assessments or how these are influencing classroom instruction. To address this need, this case study explored how English teachers at one urban high school made sense of their school’s new writing initiative, which incorporated use of CCSS-aligned, standardized writing assessments to improve students’ writing. In this longitudinal study, I drew from multiple, nested data sources, including interviews with teachers and school leaders, observations of department meetings, and teacher “think alouds” about students’ writing. Relying on the theoretical lenses of sense-making (Spillane et al., 2002) and communities of practice (Wenger, 1998), I argue that teachers’ sense-making of the writing initiative was individualized and heavily mediated by the standardized assessments they used. This study has three major findings. First, at the school level, there was a “coherence gap” between how the multiple, conflicting purposes of the initiative were represented to teachers and lack of organizational structures to support streamlined implementation. Second, at the department level, the discourse about writing was constrained by the decontextualized nature of the CCSS and the standardized writing assessments, which oversimplified teachers’ understandings of writing as a social process. Third, at the classroom level, teachers relied on two particularized dimensions of their professional knowledge – their “reform knowledge” and their “relational knowledge” – to exercise agency in implementation. Overall, teachers made meaning of the writing initiative in localized ways consistent with their established writing instruction and their perceptions of students’ needs. This study underscores the central importance of particularized teacher knowledge in translating reform meaningfully to the classroom. Until school leaders and policymakers recognize teachers’ knowledge as valuable and create opportunities for teachers to share this knowledge with others, reforms are unlikely to be successful<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Wang, Jing. "Cultural and technical perspectives on Winter landscape." Thesis, connect to online resource, 2009. http://digital.library.unt.edu/ark:/67531/metadc12212.
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For flute, piano, erhu, and Max/ISP interactive computer music system. Duration: ca. 15:00. System requirements: Adobe Acrobat Reader. Includes notes for performance. Includes bibliographical references (p. 94-96).
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Anwar, Abeer. "Cultural Perspectives on Communication in Community Leadership." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747804.
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<p> Effective communication is important, particularly for the over 26 million immigrant workers with non-English speaking backgrounds who have entered the U.S. workforce. The research problem addressed the disillusion of non-English speakers in the workplace because of the communication gap. The purpose of this study was to explore and describe the experiences of non-English speaking immigrant workers in overcoming language and cultural communication challenges at work. The research question focused on how non-English speakers or English as a Second Language (ESL) speakers describe their communication experiences in the workplace. The theoretical framework was based on the cultural approach to organizations and the transactional model of communication. A qualitative narrative inquiry design was used that employed sources of information including an interview questionnaire and existing literature. The target population was immigrant employees who are managers, assistant managers, and supervisors in New York City and Long Island who work in accounting, banking, finance, information technology, and marketing with at least 5 years’ experience. A purposive sampling procedure was used to select 20 participants for semistructured interviews. The qualitative data were subjectively analyzed by using member checking and triangulation. Key findings indicated 6 themes: miscommunication, lack of appropriate terms, delays in work completion, loss of respect, inability to express oneself clearly, and the need to use alternative means of communication. Opportunity for contributions to social change can include increased understanding and utilization of effective management and communication strategies for dealing with non-English-speaking and ESL workers. This can also help to bridge cultural and language gaps.</p><p>
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Ninic, Anna. "Alla barn är lika men olika, alla vill lära sig! : Hur lärare och skolan förhåller sig till läs- och skrivsvårigheter, vilka metoder de använder samt hur de kommer fram till sina val av metoder." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67617.
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The purpose of this survey is to get more understanding of what reading and writing difficulties really mean, as well as the methods that can be used to support students with reading and writing difficulties. In order to arrive at a result, I have used two research methods, qualitative interview and observation of three teachers. The results of the survey show that most teachers work on a specific method, the Bornholm method, in their teaching and that support can develop the student's learning, but they did not have much knowledge or experience about other methods in the field. All teachers who participated in the survey con- sidered that I pad/computer is a good complement in teaching for those students with reading and writing difficulties. The result can be linked to the socio-cultural theory that says that through the support of some or some tools, all children have the opportunity to develop their thinking. Through the support that the students get, it is the language and support structure that develops the learning.<br>Syftet med denna undersökning är att få mer förståelse för vad läs- och skrivsvårigheter egentligen innebär för lärare och skola, samt vilka metoder man kan arbeta med för att stötta elever som har läs- och skrivsvårigheter samt på vilken grundval lärare gör sitt metodval för att arbeta språkutvecklande. För att komma fram till ett resultat har jag använt mig av två olika forskningsmetoder, kvalitativ intervju och observation av tre lärare. Resultatet i undersökningen visar på att de flesta lärare arbetar med en specifik metod, Bornholmsmetoden, i sin undervisning samt att stöttning kan utveckla elevens lärande, men att lärarna inte hade någon större kunskap eller erfarenhet om andra metoder inom området. Samtliga lärare som deltog i undersökningen ansåg att Ipad/ dator är ett bra komplement i undervisningen för de elever som har läs- och skrivsvårigheter. Resultatet kan kopplas till den sociokulturella teorin som säger att via stöd av någon eller något redskap, har alla barn möjligheten att utveckla sitt tänkande. Genom stöttningen som eleverna får, är det språket och stödstrukturen som utvecklar lärandet.
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Gibbons, Sacha R. J. "Aboriginal testimonial life-writing and contemporary cultural theory /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18737.pdf.
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McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.
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Jackson, Ellen-Raïssa. "Cultural identity in contemporary Scottish and Irish writing." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/2548/.
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Kennelly, Ita B. "Voice matters : narratives and perspectives on voice in academic writing." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/16766/.
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Gaston-Nash, Neil Andrew. "Charles-Marie Widor : perspectives of a cultural milieu." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491396.
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This study considers the work of Charles-Marie Widor within the cultural and socio-political context of fin-de-siecle France. Although Widor is now recognised predominantly as an organist, contemporary writings portray him as an accomplished composer of various genres and a central figure within French establishments. Aspects of his musicality such as performance and institutional activities often elucidate more about his outlook than his compositions, and are assessed accordingly. Further to engaging in broad musical pursuits, he embraced culture more generally, retaining an interest in the arts, literature, and science. An examination of his work in relation to both physical and ideological representations of this milieu can therefore reveal the cultural congruence of his inspirations and ideas.
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Satyo, Priscilla Nomsa. "Women in Xhosa drama : dramatic and cultural perspectives." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52615.
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Thesis (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: This study aims at highlighting a crucial aspect of Xhosa drama: The portrayal of the role
women have been forced culturally to assume in society. A selection of Xhosa plays from
three periods (1958 - 1965; 1974 - 1982; and 1988 - 1997) is examined. In the process
of the study, the analysis and the interpretation of these dramas as well as the depiction
of women characters is examined.
Authors of the ten dramas under study advocate change through the powerful forces of
gender stereotypes and culture distortions.
The attributes that the authors commonly ascribe to women characters are passivity,
irrationality, compliancy and incorrigibility. An examination of the reasons behind this
proliferation of these female stereotypes and the lack of realistic women characters is
undertaken.
The study posits reasons why particular stereotypes appear in the works of several
authors over a period of time. The women characters are products of social conditioning,
that is, ideals or counter-ideals of the prevailing values of the authors' culture. They are a
symbolic fulfillment of the writers' needs.
The broad cultural perspectives of the authors also shape the texts they produce. These
dramas treat issues and themes, which become central to the formal and structural
ordering of the drama. Such themes have an impact at times on form and structure. In
each case the ideology of the class represented by authors under study is indeed reflected
in the text, to its detriment.
The dominating themes in the ten dramas are forced marriages and women abuse. The
authors are so preoccupied with injustices against women that they distort certain cultural
aspects by, for example, exaggeration. Women are constantly depicted as victims, while
there are no indications in the authors' depictions of women that perceptions of their
cultural role and status are in reality undergoing changes. The thesis is arranged as follows:
Chapter 1 introduces the aim, the scope, the theories and the methods of the study.
Chapter 2 deals with the development of plot within episodes in the dramas of the first
literary period (1958 - 1965). These episodes depict the different phases of the dramas.
A critical evaluation of the dramas by motivating their positive and negative aspects is
undertaken.
Chapter 3 deals with the development of plot within episodes in the dramas of the second
literary period (1974 - 1982). As in the first literary period, a critical evaluation of the
dramas by motivating their positive and negative aspects is examined.
Chapter 4 deals with the development of plot within episodes in the dramas of the third
literary period (1988 - 1997). A critical evaluation of the dramas by motivating their good
and bad points is undertaken.
Chapter 5 deals with woman as character in Xhosa dramas under study. A detailed
analysis of the main woman character in each drama is undertaken. Furthermore, a
critical summary of how the woman has been portrayed in the dramas is presented.
Chapter 6 presents depiction of Xhosa culture in the Xhosa dramas. From each drama,
certain selected aspects of culture are explored and an investigation of the portrayal of
these aspects is undertaken.
Chapter 7 summarizes the findings of the study.<br>AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie is om 'n kern aspek van Xhosa drama te belig: die rolle
wat vroue kultureel gedwing is om te vervul in die gemeenskap. 'n Seleksie Xhosa dramas
vanuit drie tydperke (1958 - 1965; 1974 - 1982; en 1988 - 1997) word ondersoek. In die
loop van die studie, ontleding en interpretasie van hierdie dramas word die uitbeelding
van vroue karakters ook ondersoek.
Die skrywers van die tien dramas wat bestudeer word, betoog vir verandering deur middel
van die sterk kragte van stereopites en kultureelverwronge voorstellings. Die eienskappe
wat die skrywers algemeen toeskryf aan vroue karakters is passiwiteit, irrasionele optrede,
gehoorsaamheid en deugsaamheid. 'n Ondersoek na die redes vir die proliferasie van
hierdie vroulike stereotipes en die tekortkoming aan realistiese vroue karakters in Xhosa
dramas word uitgevoer in die studie.
Die studie voer redes aan waarom bepaalde stereotipes in die werk van verskeie skrywers
oor 'n tydperk verskyn: hulle vrouekarakters is die produk van sosiale kondisionering, dit
wil sêm ideale of teen-ideale van die heersende waardes van die skrywer se kulturele
agtergrond en 'n simboliese vervulling van die skrywer se behoeftes.
Die algemene kulturele perspektiewe van die skrywers beïnvloed en vorm ook die tekste
wat hulle lewer. Hierdie dramas behandel naamlik vraagstukke tematies wat sentraalook
bepalend is ten opsigte van die vorm en struktuur van die drama. Sodanige temas het
gevolglik in bepaalde gevalle 'n invloed op die vorm en struktuur van die drama. Voorts
word die ideologie van die klas verteenwoordig deur die skrywers in elke geval
gereflekteer en die teks tot bepaalde nadele daarvan.
Die prominente temas in die tien dramas is gedwonge huwelike en vrouemishandeling.
Die skrywers is so gepre-okkupeer met die ongeregtighede teenoor vroue dat hulle
bepaalde kulturele aspekte verwring deur, byvoorbeeld, buitensporige voorstellings.
Vroue word voortdurend voorgestel as slagoffers, terwyl daar feitlik geen aanduidings is in
die skrywer se voorstelling van vroue, dat persepsies oor hulle kulturele rol en status
inderwaarheid besig is om veranderinge te ondergaan. Die proefskrif is soos volg gestruktureer:
Hoofstuk 1 gee die doelstellings, omvang, teorieë en metodes wat in die studie gevolg
word.
Hoofstuk 2 behandel die ontwikkeling van intrige binne verskillende episodes in die
dramas van die eerste literêre periode (1958 - 1965). Hierdie episodes gee 'n uitbeelding
van die verskillende fases van die dramas wat in die studie ondersoek word. 'n Kritiese
evaluering word van die dramas gedoen deur die positiewe en negatiewe aspekte daarvan
te motiveer.
Hoofstuk 3 behandel die ontwikkeling van intrige binne die episodes van die dramas van
die tweede literêre periode (1974 - 1982). Soos vir die eerste literêre periode, word 'n
kritiese evaluering gedoen van die dramas deur onder andere die positiewe en negatiewe
literêre aspekte daarvan te motiveer.
Hoofstuk 4 ondersoek die ontwikkeling van die intrige binne die episodes in die dramas
van die derde literêre periode (1988 - 1997). Die kritiese evaluering van hierdie dramas
sluit, soos vir die vorige periodes, 'n gemotiveerde beskouing in van die positiewe en
negatiewe aspekte.
Hoofstuk 5 ondersoek die vrou as karakter in die Xhosa dramas wat bestudeer word. 'n
Gedetaileerde analise van die hoof-vroue karakters in elke drama word gedoen. Daarna
word 'n kritiese oorsig aangebied van hoe die vrou voorgestel word in die dramas wat
bestudeer is.
Hoofstuk 6 bied 'n uitbeelding van Xhosa kultuur in die dramas wat ondersoek is.
Bepaalde aspekte van kultuur word vir elke drama ondersoek en die uitbeelding van
hierdie kultuur aspekte word behandel.
Hoofstuk 7 bied 'n opsomming van die belangrikste bevindinge van die studie.
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Cha, Lynda Park. "Cultural care students' and teachers' perspectives on caring /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337267.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2008.<br>Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4611. Adviser: David Flinders.
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Baro, Mamadou Amadou 1959. "Household livelihood security: Theories, practice and perspectives." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282180.
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Conventional ways of looking at livelihood systems and household food security fail to capture the variations in procurement strategies used by different households to obtain resources. This can be attributed to the fact that the attention of the developers is mostly focused on national food supplies. Aggregate data obscures the local and regional inequality and seasonal disparities in access to food. This is exacerbated by the preconceived notion that peasant societies are a monolithic unit. Thus, our understanding of the internal dynamics of peasant communities, and of cooperation and conflict among their members becomes distorted. Considerable variability exists in Chad and Haiti both in terms of livelihood systems and household resource endowments. This dissertation argues that approaches to food security must address this variability at the household level. Social differentiation exists between households and within households within any given community. To improve our understanding of intra-household dynamics, gender analysis must be used to delineate the economic activities, division of labor, and access to and control over resources that exist among household members. Most food security scholars have assumed that rural households can adapt to sudden crises. This dissertation shows that rural households are always in the dynamic process of coping; crises are not conjunctural but rather endemic. The coping mechanisms they develop are not as well patterned as the literature portrays them. In a context of failing livelihood systems of the last two decades, people's responses to vulnerability vary according to changing circumstances. Another major assumption about food security is that child nutritional status is an indicator of the food and health conditions of child household and of the entire community. Research conducted in Haiti presents a case study which runs counter to this general assumption. Variability, flexibility, adaptability, diversification and resilience are key concepts in household food security. Studies on food security should take into consideration at least five major sources of variations: (1) Contrasts among livelihood systems; (2) Intra-community variations; (3) Differences in household resource endowments; (4) Variation between households or local communities in relation to the "national state"; and (5) Changes in all of the foregoing sources of variation over time.
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Braithwaite, Ann. "Writing and cultural analysis : claiming a feminist positional voice." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61982.
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Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.
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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.<br>Department of English
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Evans, Gareth Ian. "Welsh writing in English : case studies in cultural interaction." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42616.
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Welsh Writing in English: Case Studies in Cultural Interaction This thesis explores and analyses instances of cultural interaction in the English-language literature of Wales. It explores the encounters that Anglophone Welsh writers have had with non-European territories and cultures, such as the complex textual record of Alun Lewis's experience of 1940s India, Welsh writers' experiences of Australia since the 1960s and Robert Minhinnick's writing about Brazil in the 1990s. It also explores the images and impressions of Llanybri inscribed in the poetry of the Argentine-born modernist poet Lynette Roberts. Using a broad range of theories from the fields of postcolonial studies, travel writing studies and interpretive anthropology, it explores issues such as the construction of cultural difference, the identity politics of cultural assimilation, and the reproduction and subversion of colonial tropes and stereotypes. By examining the diverse ways in which the Welsh have written about their experience of a range of cultures and environments throughout the twentieth century the thesis attempts to uncover hitherto undiscovered territory within the study of Welsh Writing in English.
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McClanahan, Lauren G. "E-Pals : examining a cross-cultural writing/literature project /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398528557028.
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Paredes, Daniel M. "Multi/Cross-cultural competence integrating universal and particular perspectives /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1485Paredes/umi-uncg-1485.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Craig S. Cashwell; submitted to the School of Education. Includes bibliographical references (p. 160-194).
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Pemberton, Judith Mary. "Perspectives in the interpretation of New Zealand's cultural heritage." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2060.
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This thesis surveys a number of historic and cultural interpretation programmes. It considers the aims of these programmes and describes the ways they illustrate aspects of biculturalism. It examines the concerns faced by those developing and administering such programmes in contemporary New Zealand society. As well as an extensive literature review, data was collected through interviews with interpretive practitioners involved in both long-standing and recent programmes, museum ethnologists,
Department of Conservation staff, and archaeologists as well as others with specialised skills in this area. Analysis is based on examination of the ways in which interpretation is affected by the policy, values and practices of their context. The effects on interpretation of assimilative practice are contrasted with an emerging bicultural practice. Models of assimilation, market ethos and biculturalism are examined in terms of Freire's analysis of oppressive and liberating societies. Case studies highlight some of the issues raised when pursuing bicultural practice within an increasingly market dominated
society. Findings indicate that such programmes are beneficial as an aspect of bicultural education in heightening the visibility of Maori for the general public, and introducing values, processes and a different way of approaching material from what has been accepted by many as the monocultural
norm. Furthermore and importantly they can represent the return of provenance to material and ownership of material and sites to Maori. However the study indicates there are differing perceptions on the part of Maori and Pakeha interpretive agents in relation to priorities over issues, cultural values, and ways of viewing material.
Furthermore the demands of an increasingly market driven economy places pressures on the development of such interpretive programmes.
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Cortazzi, Martin. "Teachers' anecdotes : access to cultural perspectives through narrative analysis." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4221.
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Teachers often tell anecdotes about children or classroom events. Such accounts are regarded as oral narratives of personal experience which are a natural part of teacher-to-teacher talk in occupational culture. In this thesis, models of narrative analysis are reviewed from the disciplines of sociology and sociolinguistics, psychology, literature and anthropology. In the empirical work, nearly one thousand narratives told by primary teachers were elicited in interviews or recorded in teachers' meetings. These are analysed in terms of their content and tellers' perspectives, both of which are considered elements of teachers' culture. Through narrative analysis a picture of primary teaching is built up, as portrayed by teachers. Particular narrative themes focussed upon include children who stand out, breakthroughs in learning, teachers' planning and teachers' experiences of disaster, humour and 'awkward' parents. Based on the analysis of these themes a number of models of teachers' cultural perspectives are suggested. The study proposes that narrative analysis can be used to study the cultural perspectives of occupational groups, in this case of teachers.
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Brown, Burton James. "Anthropological perspectives of resistance terrorism : a cultural evolutionary approach." Honors in the Major Thesis, University of Central Florida, 1994. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/124.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Anthropology
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Gilchrist, Brent Carleton University Dissertation Political Science. "The American civil religion in cultural and historical perspectives." Ottawa, 1996.
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Alharbi, Fatimah. "Preferences for shared medical decision-making : cross-cultural perspectives." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11887.
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The goal of this thesis project was to investigate cross-cultural differences in preferences for shared medical decision-making (SDM) by studying adults from the UK and Saudi Arabia. The aim of Study 1 was to gauge preferences for SDM in nonclinical samples from the UK and Saudi Arabia. Results show that there were indeed differences in SDM between Saudi and UK participants. Saudi participants tended to prefer stronger involvement from their doctor, whereas UK participants preferred to make choices themselves. The aim of Study 2 was to investigate in how far Saudi patients with Type 1 diabetes would be interested to be involved in a medical decision. The results of this qualitative study showed that, in general, physicians were reported to often have poor communication skills, which makes patients feel uncomfortable. Participants reported that their physician gave them medication without any discussion over the reasoning behind the prescription provided. Study 3 investigated parents’ preferences regarding their involvement in medical decisions when making decisions for themselves or their child, to record parents’ emotional reaction to shared medical decision-making, and to identify cultural differences on these topics in parents from Saudi Arabia and the UK. The results showed that parents were more likely to take an active role in the decision-making process when making the decision for themselves rather than their child. Decision confidence was higher in the non-informed choice condition. Emotional reaction and decision confidence were higher in the informed choice condition. A number of important recommendations for policy and practice that aim to increase shared decision-making and highlight the importance of culture. While European health-care professionals are increasingly encouraged to involve patients in decisions about their care, this study indicates that preferences for such shared medical decision making vary by culture and the recipient of the decision. This should be taken into account when health care professional involves patients in medical decisions.
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Levi, Altstaedter Laura. "Writing Instruction in Foreign Language Courses: Multiple Perspectives on the Impact of Peer Feedback on Students’ Writing Proficiency." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28384.
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Grounded in sociocultural theory, peer feedback can help students engage in interaction and negotiation of meaning, which serve as a basis for the construction of knowledge (Vygotsky, 1978). It can also contribute to the development of self-regulation, as well as of reflection on one's own learning (Doolittle & Hicks, 2003). Its strategic incorporation into foreign language instruction can help students use the language they are in the process of acquiring to mediate language acquisition (Shrum & Glisan, 2005).
Research shows that peer feedback can help students develop and advance their Zone of Proximal Development through their engagement in collaborative interaction with their peers (De Guerrero & Villamil, 1994, 2000; Donato, 2004; Lantolf, 2004; Lantolf & Thorne, 2006; Liu & Hansen, 2005). Peer feedback can also help students improve their writing proficiency, including organization of their texts and awareness of the mechanics of the language necessary for successful communication of the intended message (Kinsler, 1990; Hu, 2005; Williams, 2005).
Framed within a sociocultural perspective on foreign language learning and development, and following a manuscript approach, this dissertation consists of a series of studies that aim to explore: (a) whether participation in a peer feedback experience has a positive impact on students’ foreign language writing proficiency; (b) whether guidelines plus training in how to provide meaningful feedback have a different impact on students’ foreign language writing proficiency than guidelines alone; (c) around what themes students focus the feedback they provide to their peers; and (d) what students’ perceptions of the peer feedback experience are.
The results of the first the study, which consisted of a pre-test post-test quasi-experimental design, showed that students significantly improved their writing proficiency after participating in a peer feedback experience, regardless of training. Further the results of this study indicated that, on average, trained and untrained students provided written peer feedback focused mainly on global aspects rather than local aspects. The results of the second study, which consisted of a mixed methods approach, showed that, on average, students had high perceptions of the peer feedback experience and that they perceived that their partner's feedback had helped them improve the global aspects of their composition more than the local aspects. Students expressed that what they liked the most about the experience was getting a different perspective on their writing, and what they liked the least was that they felt they were not proficient enough in the foreign language to provide meaningful feedback to their peers.<br>Ph. D.