Relevant bibliographies by topics / Indiana Teachers' Reading Circle

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Indiana Teachers' Reading Circle'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Indiana Teachers' Reading Circle"

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McGlinn, Jeanne M., Laurie B. Calvert, and Pauline S. Johnson. "University-School Connection: A Reading Circle for Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 2 (November 2003): 44–49. http://dx.doi.org/10.1080/00098650309601227.

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Huang, Ning. "The Application of Online Literature Circle in English Reading Teaching in Chinese Vocational Colleges." Advances in Social Science and Culture 5, no. 3 (July 28, 2023): p45. http://dx.doi.org/10.22158/assc.v5n3p45.

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Reading teaching plays a crucial role in vocational college English. The ability to read proficiently has a significant impact on students’ English performance. For a long time, cultivating students’ reading ability is one of the important goals of English teaching. However, students in vocational colleges often struggle with their reading skills, as well as their cognitive abilities, cultural awareness, and learning capabilities. Through the exploration of literary reading, it has been discovered that the reading teaching mode of Literature Circle aligns well with the objectives of English reading teaching in vocational colleges. Based on this, the author conducted an in-depth investigation into the application of the online Literature Circle mode in English reading teaching and its impact on students’ reading and learning abilities. This paper outlines the process of integrating the online Literature Circle mode into English reading teaching, and discusses its effects on students’ reading and learning abilities. Experimental results have demonstrated that the Literature Circle teaching mode can enhance students’ reading skills and learning capabilities. This research further enriches the Literature Circle teaching mode and provides valuable insights for front-line teachers in English reading teaching in vocational colleges.
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Sumara, Dennis J. "A Topography of Reading." English Education 29, no. 4 (December 1, 1997): 227–45. http://dx.doi.org/10.58680/ee19973717.

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Attempts to represent the complexity of the web of literary relationships and their transformational space using fragmentary texts that circle around the novel "The English Patient": self as relationship and the dialogic engagement with a book by the patient himself; and the relationship and engagement with this book and with each other of a group of five teachers reading it.
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Zafar, Tehmina, Muhammad Arfan Lodhi, and Shamaila Iqbal. "Teaching English reading skills through Oxford Reading Circle (ORC) textbook among ESL learners of grade 8." International Journal of Childhood, Counselling and Special Education 2, no. 2 (June 2021): 85–102. http://dx.doi.org/10.31559/ccse2021.2.2.2.

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Reading skills though considered passive skill but play significant role in developing speaking and other skills among ESL learners. However, in the developmental process of reading skills, researchers have investigated the reading barriers that affect the learners’ reading comprehension. Most specifically, the lack of using effective reading teaching strategies for the enhancement of reading skills are common in early age students. Therefore, this study validates the significance of reading skills, investigates reading hurdles, examines the reading strategies used by teachers, and manipulates the role of the Oxford Reading Circle book grade 8 in the development and enhancement of reading proficiency among ESL learners. The experimental design is applied for this research on randomly selected 50 students. Furthermore, descriptive framework was adopted to obtain teachers’ perspectives about the textbook used as treatment in the experimental phase. The research tools developed for this study were questionnaires and tests. The obtained data was analyzed by using descriptive statistics technique and paired sample t-test in SPSS. The findings of current study demonstrate the importance of reading skills for ESL learners; explore the reading hurdles that learners have to face and determine the significant role of ORC book grade 8 on the enhancement of reading skills. The findings recommended that the teachers and English teaching contents both play crucial role in developing reading proficiency of ESL learners. It is also suggested that teachers should make use of effective pedagogical practices to develop reading skills habits and enhance reading proficiency among ESL learners.
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Daniels, Harvey. "The Literature Circle: Literature Circles and the Election of 2004." Voices from the Middle 12, no. 1 (September 1, 2004): 52–53. http://dx.doi.org/10.58680/vm20044662.

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Daniels highlights flaws in the thinking behind No Child Left Behind and conclusions from the 2000 report from the National Reading Panel, urging teachers to consider stands on education when choosing candidates at the polls this fall.
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Dibekulu, Dawit. "Teachers’ Perception and Practice of Using Literary Texts to Teach Reading Skills: The Case of Some Selected Schools in Akaki Kality Sub-City, Addis Ababa." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 4, no. 2 (November 9, 2022): 98–115. http://dx.doi.org/10.37742/jela.v4i2.80.

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¬This study aimed to assess the correlation between teachers’ perception and practice in using literary texts to teach reading skills in case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa. For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools. Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) were used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed that most of the respondents perceived using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent. The relationship between teachers’ perception and their actual practices were positively correlated but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.
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Lima, Christina. "Readers’ interactions in an online reading group." Language and Literacy 19, no. 4 (October 31, 2017): 129. http://dx.doi.org/10.20360/g21d4f.

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This study is an investigation of readers’ posts to an online discussion forum devoted to the discussion of short stories and poems. It was conducted in an online reading group, which is an electronic version of a face-to-face reading circle. The ELT Online Reading Group (ORG) aimed at promoting the development of reading skills and the reading of literature among teachers, trainee teachers and other professionals in the field of English language teaching (ELT). This paper focuses on the multi-layered relationships between readers in the group by looking at the distinctive features of participants’ posts. Results suggest that there is a dialogical orientation in the communicative strategies participants employ in the forum and that factors that contribute to successful discussions include the selection of texts, a range of different opinions in the group, and the diversity of background contexts and information that participants brought to the discussions.
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Pervova, Galina. "School of self-education reading as a mean of training teacher for professional activities." Tambov University Review. Series: Humanities, no. 182 (2019): 14–20. http://dx.doi.org/10.20310/1810-0201-2019-24-182-14-20.

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At the Derzhavin Tambov State University, on the basis of which the regional branch of the Russian Reading Association was opened (the head of the local branch is Doctor of Sociology, professor of Derzhavin Tambov State University N.A. Stefanovskaya), relevant project “School of self-education reading” has been implemented for several years. Classes at this school are a necessity for all university employees: the project meets the needs of students’ academic work, research and pedagogical practice of graduate students and teachers, as well as intellectual amateur inquiries in the acquisition of cognitive and fiction literature for everyone who wants to improve reading skills. We disclose the experience of organizing work with student readers at the Theory and Methods of Pre-School and Elementary Education Department of Derzhavin Tambov State University. We reveal means and methods of reading activity of future teachers, the issues of reading circle formation and reader’s interests. We pay particular attention to the study of the motivation development of children and teenagers to read, which is one of the main skills of the future teacher. We name the sources of modern literary education of students and their teachers. The conclusions of the article are related to the transformation of educational reading into the process of improving the reading culture at all levels of reading.
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Fenton, Michele. "A Light in the Circle City: A History of Public Library Services to African Americans in Indianapolis, Indiana." Libraries: Culture, History, and Society 6, no. 2 (September 1, 2022): 258–77. http://dx.doi.org/10.5325/libraries.6.2.0258.

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ABSTRACT This article focuses on the history of public library services to African Americans in Indianapolis, Indiana. Early efforts in establishing libraries for African Americans include a deposit station placed by the Indianapolis Public Library in 1919 at the Flanner Guild Settlement, a social services agency for African Americans. It was not until 1922 that a branch for African Americans, the Paul Laurence Dunbar Branch, was established by the Indianapolis Public Library. The Dunbar Branch’s success spurred the creation of two additional African American branches, the George Washington Carver Branch and the Crispus Attucks Branch. At a combined operational history of fifty-two years, these three branches were instrumental in fostering a love for reading and an appreciation for literature in Indianapolis’s African American community.
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Sharif, Siti Rohaya, Charanjit Kaur Swaran Singh, Eng Tek Ong, Dodi Mulyadi, Llmi Zajuli Ichsan, Henita Rahmayanti, and Tee Tze Kiong. "The use of i-THINK Mapping in teaching reading comprehension among ESL teachers." Studies in English Language and Education 10, no. 1 (January 31, 2023): 78–95. http://dx.doi.org/10.24815/siele.v10i1.24271.

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This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.
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Dissertations / Theses on the topic "Indiana Teachers' Reading Circle"

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Ghavidel, Rostami Berit. "Ger det själen vingar? : En studie i användningen av barnlitteratur i fritidshem." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43711.

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The purpose of this work is to investigate and shed light on how children’s literature is used in the after – school center, if there are any conversations with children’s literature as a starting point and if children’s literature and conversation from the books are used as tools to let students process issues concerning themselves, their lives and their thoughts. The servey was conducted in the form of a web-based questionnaire and the questionnaire responses were then analyzed from three different theoretical perspectives: a socio-cultural perspective, an environmental psychological perspective and Aidan Chamber’s model The Reading Circle. From the point of view of the socio-cultural perspective, communication and language are in focus and the interplay between the common thinking and the individual’s thinking is a prerequisite for development and learning. This perspective is set in relation to how conversation about read books can become tools for students’ development. The environmental psychological perspective in this work is about how noise affects students’ concentration and analytical ability, how the design of the room affects students’ views of both themselves and what the room should be used for and that the environment is also a matter of social impact. The reading circle offers a holistic perspective on the reading process, which is about choosing a book, reading the book, being able to reflect on and react to the book’s content, and then want to start over with the next book. Conclusions drawn from this study are that children’s literature is used in leisure centers to varying degrees, that the physical environment in the form of, for example, limited opportunities for quiet places affects the extent of student’s individual reading, and that books discussions and structured reflections based on children’s literature occur to a very limited extent.
Syftet med detta arbete är att undersöka och belysa hur barnlitteratur används i fritidshemmet, om det förekommer några samtal med barnlitteraturen som utgångspunkt och om barnlitteratur och samtal utifrån böckerna används som verktyg för att låta eleverna bearbeta frågor som berör dem själva, deras liv och deras tankar. Undersökningen har genomförts i form av en webbaserad enkät och enkätsvaren har sedan analyserats utifrån tre olika teoretiska perspektiv: ett sociokulturellt perspektiv, ett miljöpsykologiskt perspektiv samt Aidan Chambers modell Läsandets cirkel. I det sociokulturella perspektivets utgångspunkt står kommunikation och språk i fokus och samspelet mellan det gemensamma tänkandet och den enskildes tänkande är en förutsättning för utveckling och lärande. Detta perspektiv sätts i relation till hur samtal omkring lästa böcker kan bli verktyg för elevernas utveckling. Det miljöpsykologiska perspektivet i detta arbete handlar om hur buller påverkar elevers koncentration och analysförmåga, hur rummets utformning påverkar elevernas syn på både sig själva och på vad rummet ska användas till samt att miljö även är en fråga om social påverkan. Läsandets cirkel erbjuder ett helhetsperspektiv på läsprocessen som handlar om att välja bok, att läsa boken, att få reflektera över och reagera på bokens innehåll, för att sedan vilja börja om med nästa bok. Slutsatser som dragits av denna undersökning är att barnlitteratur används i fritidshemmen i varierande grad, att den fysiska miljön i form av till exempel begränsade möjligheter till lugna platser påverkar omfattningen av elevers enskilda läsning, samt att boksamtal och strukturerade reflektionstillfällen utifrån barnlitteraturen förekommer i mycket begränsad omfattning.
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Books on the topic "Indiana Teachers' Reading Circle"

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PERVOVA, GALINA. Children's literature. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.
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Levchaev, Petr. Finance companies. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22549.

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The textbook describes theoretical, methodological and practical bases of Finance companies. Logical structure of presentation allows you to consistently learn as the basic material of the course and the topics corresponding to the conceptual higher level of knowledge. For a comprehensive assimilation of the provisions of the course "Finance organizations" topics of the discipline are given control questions and tasks for self-examination of knowledge of students, thesis topics and modern research directions of Finance of organizations and themes of final qualification works, questions to prepare for the exam, and recommended reading. Set out the problematic situation of Finance companies in the innovation economy. Meets the requirements of Federal state educational standard of higher education of the last generation. For students, postgraduates and teachers of economic specialties. Be useful to a wide circle of readers interested in the problems of Finance companies.
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Foresman, scott. Scott Foresman Reading Sreet 4.1, Indiana Teachers Edition. Scott Foresman, 2008.

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Afflerbach, Ph D. Peter. INDIANA EDITION - Reading Street Common Core 2013 Teachers Edition Third Grade 3.4. Pearson Education, Inc, 2013.

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The teacher's funeral: A comedy in three parts. Waterville, Me: Thorndike Press, 2005.

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The teacher's funeral: A comedy in three parts. New York: Dial Books, 2004.

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Book chapters on the topic "Indiana Teachers' Reading Circle"

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Gladkova (Kalyuzhnaya), Lyudmila V. "“Why Do I Need a Heart, If There Is No One to Love...” Sentimental Correspondence of Tolstoy’s Teachers A.I. Osten-Saken and T.A. Ergolskaya." In L.N. Tolstoy: Moral Search and Creative Laboratory, 156–64. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/lt-978-5-9208-0664-2-156-164.

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The article is devoted to the study of Leo Tolstoy’s family archive and the establishment of the sources used by the writer when creating the novel “War and Peace”. A tribute to the sentimental tradition Tolstoy gave in his correspondence with T.A. Ergolskaya is pointed out. The sentimental correspondence of Tolstoy’s aunts A.I. Osten-Sacken and T.A. Ergolskaya is considered as a supposed source of correspondence between Princess Mary Bolkonskaya and Julie Karagina in the novel, and the family circle of reading in Yasnaya Polyana and its influence on Tolstoy is also studied.
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Grieve, James. "Simon and the Magic Dictation." In Children without Language From Dysphasia to Autism, 146–61. Oxford University PressNew York, NY, 2005. http://dx.doi.org/10.1093/oso/9780195175028.003.0010.

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Abstract In the nineteenth century, it was commonly held that children’s inner life and language were products of the richness of their exchanges within the family circle and that there could be nothing in a child’s monologue with self that had not first emerged in dialogue with others. In an analogous way, it was taken for granted that oral language always came before writing and that only those children who were proficient in the spoken language could ever hope to become good readers. Though such common-sense principles may well be valid in the great majority of cases, there are notable exceptions that radically contradict some of our assumptions about the sequence of stages that have to be gone through by the notional baby we all have in mind when we try to understand and judge our everyday observation and treatment of children’s speech disorders. In the story of Simon we see one such exception. Over the first four years of his treatment, I had to rethink some of my ideas about the necessary sequence of semiotic abilities crucial to the emergence of language. As will be seen, here was a little boy who was capable of spelling and reading before he could speak distinctly enough to be understood. Today, at almost eight years old, he speaks, though he has not fully developed expertise in verbal exchanges or a mode of speech that enables him to communicate easily with all interlocutors. If verbal exchange is to be possible with him, he needs to be treated with some considerateness by an interlocutor, as he is given to changes of subject and tone that can be very disturbing. Nevertheless, despite his agitation and the difficulty he has in abiding by rules within a group, he can be a part-time member of an ordinary class, and this enables him to make significant progress, though he does of course require teachers with a degree of tolerance.
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Conference papers on the topic "Indiana Teachers' Reading Circle"

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Hidayat, Dida Firman, and Bachrudin Musthafa. "Teachers’ Perspective Toward Literature Circle to Elevate EFL Students’ Reading Motivation." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.009.

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