Academic literature on the topic 'Non-school readers'
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Journal articles on the topic "Non-school readers"
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Adapon, Maricel Tandoc, and Benjamin Baguio Mangila. "HELPING STRUGGLING READERS TO READ: THE IMPACT OF THE CARE FOR THE NON-READERS (CRN) PROGRAM ON FILIPINO PUPILS’ READING PROFICIENCY." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 195. http://dx.doi.org/10.24252/eternal.v62.2020.a2.
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This study was conducted to determine the impact of the Care for the Non-Readers Program on the reading performance of struggling readers in all elementary schools of Dumingag II District, Dumingag, Zamboanga del Sur, Mindanao, Philippines during the School Year 2016-2017. Fifty teachers and 465 parents were selected as respondents of the study. It made use of the descriptive comparative method of research with the questionnaire-checklist as data-gathering instrument. Both the descriptive and inferential statistics were used in the analysis and interpretation of data. The findings of the study revealed that both teachers and parents considered the Care for the Non-Readers Program as “Very Effective” in improving the reading performance of pupils. “Fuller Technique,” “Independent Reading,” “Directed Reading Thinking Activity,” and “Say Something” were the leading strategies applied by teachers in the implementation of the program. The majority of the pupils still belonged to the "Frustration" level. However, there was a significant improvement in pupils’ reading performance for three school years. Teachers encountered "Serious" problems in the implementation of the program, while the suggested solutions were considered as "Very Effective." Furthermore, there was no significant difference between the assessments of the two groups of respondents on the effectiveness of the CNR program.
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Duffy, Ann M., and Terry S. Atkinson. "Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges." Reading Research and Instruction 41, no. 1 (September 2001): 83–102. http://dx.doi.org/10.1080/19388070109558359.
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Kacheva, E. V. "Network projects as a tool to develop pupils’ reading activity." Bibliosphere, no. 3 (September 30, 2016): 46–51. http://dx.doi.org/10.20913/1815-3186-2016-3-46-51.
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The problem of school libraries inclusion into the educational process, activities on implementation of the Federal state educational standards, full disclosure of its pedagogical potential is becoming more important. The project technologies can contribute in promoting reading activity. The article objective is to show the possibilities of network project technology of school libraries as a tool to improve pupils’ reading activity based on author’s experiments in 2012-2016. To achieve this goal the following tasks are solved: features of the project method applied to education and library activities are discussed; resources of network projects in the school libraries practice are analyzed; based on the author's experimental work the possibilities of intensifying readers’ activity and forming readers' competences through the network of library projects in school libraries are studied. The article presents the results of publications analysis on the project library activities, considers the role and place of the network project in library pedagogy as a tool to improve pupils’ reading activity and a resource of non-formal librarians training. The author's experimental work carried out in the framework of the network project activities in school libraries is described.
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Seddon, Kathy, Keith Postlethwaite, and Geoff Lee. "Understanding the experience of non contributory online participants (readers) in National College for School Leadership online communities." Education and Information Technologies 16, no. 4 (June 22, 2010): 343–63. http://dx.doi.org/10.1007/s10639-010-9133-9.
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Tillotson, Calantha. "Book Review: The One-Shot Library Instruction Survival Guide." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 68. http://dx.doi.org/10.5860/rusq.55n1.68a.
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Based on their combined thirty years of experience in information literacy instruction, Heidi Buchanan and Beth McDonough speak honestly of the challenges and opportunities associated with one-shot library sessions and provide readers with practical, creative, and inspirational resources. The authors begin each chapter with an attention-grabbing title, such as “They never told me this in library school” and “There is not enough of me to go around!” After capturing the readers’ attention, they proceed to continually captivate readers which covering relevant topics, such as how to effectively collaborate with departmental instructors, how to create a meaningful session despite severe time constraints, how to utilize active learning activities to engage students, how to instruct in non-traditional learning environments, how to successfully assess instruction sessions, and how to efficiently follow time management strategies.
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Shingjergji, Besa, and Hektor Ciftja. "Present day school readers in rapport with the dramatic works of a once-banned Albanian author." Journal of Education Culture and Society 4, no. 1 (January 12, 2020): 257–66. http://dx.doi.org/10.15503/jecs20131.257.266.
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The process of reading, rereading, scrutinizing, re-scrutinizing and appraising an author’s work is not fi nite; moreover it is very dynamic and full of suprises. No doubt that the appraisal and re-appraisal is too complex, including cultural, literary, gender and genre components. This becomes more obvious when referring to an author whose works had been locked up in library stacks during the whole 45 years of totalitarian rule in Albania, and whose appraisal process cannot help facing up to the critical thinking led by biased politicization. In this study the appraisal of the works of one of the most outstanding Albanian writers of the 30s of the twentieth century, Etëhem Haxhiademi, will be done by presenting them in rapport with the present-day school, pre-university and university level readers. This re-appraisal is conducted with a cold logic, devoid of the vindictive political principles which brought the distorted evaluation of the authors’ works, as it happened for many other au-thors as well, and is striving to place the writer into the system of the genuine literary values. Once the reader’s inquisitiveness has been satisfi ed, even after reading a less-known or, moreover, an oblivious or banned literary work, he/she begins reading and rereading it, looking closely into it, essaying to fi nd a proper place for this work in the general system of the national, inter-balkanic and international literary values.E. Haxhiademi’s literary work was known by an older generations of readers whose es-thetic satisfaction it brought forth was confi ned in their consciousness: it was unknown or partly known, not by direct reading but by several interpretations of others, by a middle generation of readers who displayed a certain artistic uncertainty and indifference. However, nowadays it is intently being studied although in excessively fragmentary ways and in many cases even unsuitable ones, by the younger generation of readers who should have a more motivated curiosity for divulging its real values.In the history of the Albanian literature, as well as in the other East European Countries, the authors’ biographies and especially their political aspects, were used as selective criteria to appraise authors and their works, instead of being pure cognitive and studying means. This study intends to reveal the present-day school readers’ affi rmative attitudes or even the non-affi rmative ones, regarding Haxhiademi’s literary works, in the process of re-dimen-sioning the author’s values and those of his literary works.
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Taylor, Lyn, Ellen Stevens, John J. Peregoy, and Barbara Bath. "American Indians, Mathematical Attitudes, And The Standards." Arithmetic Teacher 38, no. 6 (February 1991): 14–21. http://dx.doi.org/10.5951/at.38.6.0014.
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Readers may wonder what American Indians. mathematical attitudes, and the Standards (Curriculum and Evaluation Standards for School Mathematics [NCTM 1989]) have in common. This article presents practical activities relevant to teaching mathematics in the lndian culture. These activities also serve as a means for incorporating a cross-cultural component in the non Indian classroom. The activities exemplify the spirit of the NCTM's Standards and have been used successfully with American Indian middle school students in summer mathematics camps. We believe that they are appropriate for use in elementary and secondary school mathematics classes. This belief is based on research done with other populations and on our own in-class experiences.
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Šamo, Renata, and Alenka Mikulec. "EFL Reading Metacomprehension from the Developmental Perspective: A Longitudinal Case." Journal of Language and Education 4, no. 1 (March 31, 2018): 105–16. http://dx.doi.org/10.17323/2411-7390-2018-4-1-105-116.
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As the first half of the literacy equation (reading + writing = literacy), reading is primarily considered a dynamic meaning-focused interaction in which the reader is required to build comprehension of a text in a non-linear way. In other words, the reader is constantly checking the degree to which he or she understands the given information, simultaneously trying to identify comprehension failures and employ efficient repair strategies. This ability is termed metacomprehension; when it is enhanced, comprehension is generally more successful. Metacomprehension appears to be even more important for non-native readers because of their limited vocabulary and grammar. This is the key theoretical background of the single case study described in the current paper since it follows the developmental path of an EFL learner (Croatian teenager) with special focus on his reading ability. The main aim of the study was to see how his metacomprehension would develop over an extended period of exposure to EFL in the school setting. It was based on the hypothesis that extended exposure would result in better awareness of comprehension during the reading process. The study was conducted in two parts (Grade 5 and Grade 8) and comprised a number of stages. Being a case study, multiple sources and techniques were applied in gathering data, both qualitative and quantitative, such as: a multiple-choice comprehension test, a questionnaire for measuring the reader’s awareness of strategic reading processes (in Grade 5), an English proficiency test, a text restoration task, the self-revelation (stream-of-consciousness data) technique, a post-reading interview, and observation notes (in Grade 8). The results obtained initially indicated the participant’s good EFL reading comprehension performance but later showed that he was less successful, which was related to his poor EFL proficiency. In terms of reading strategy, it can be added that, despite some initial strategic abilities, the participant did not significantly develop his strategic behaviour for EFL reading. To conclude, prolonged exposure to EFL did not lead to better reading metacomprehension in this particular school learner.
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Masigan, PhD, John Kit S. "Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers." Frontiers in Education Technology 3, no. 2 (June 11, 2020): p37. http://dx.doi.org/10.22158/fet.v3n2p37.
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The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.
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Collins, James. "“The reading wars in situ”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 1 (March 1, 2003): 85–100. http://dx.doi.org/10.1075/prag.13.1.04col.
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Engaging Raymond Williams’ argument (1977: 112) that “[a] lived hegemony is always a process ... [that] can never be singular,” this paper examines contrary tendencies toward domination and autonomy in national debates about education, classroom-based reading practices, and students’ formation of literate identities. In particular, I explore the dynamics of inequality and reflexivity through an ethnographic-and-discursive analysis of a US urban middle school undergoing pedagogical reform. The school presents a balance, roughly 50/50, of students living in poverty and not living in poverty and from majority and non-majority ethnoracial backgrounds. Because of statewide pressures to “improve test scores,” the school has agreed to an ambitious English Language Arts curriculum initiative which encourages reflexive self-guidance among teachers and students. The paper presents analyses of public debates about literacy and of classroom interactional dynamics as well as case studies of ‘struggling readers,’ that is, young adolescent deemed unsuccessful at school literacy. The analysis of literacy debates focuses on the displacement of class and race “effects” in discussions of pedagogical reform. The classroom analyses focus on conditions of pedagogical inclusion and exclusion and the apparent role of class, race, and gender in such conditions. The case studies focus on the articulation of school and non-school literate identities and the role of class, race, and gender in those identities and their articulation.
Dissertations / Theses on the topic "Non-school readers"
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Williams, Mary. "Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5889.
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Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Wysong, Jason. "Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5891.
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This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes--importance of building positive relationships with students, student practice, and student self-reflection--and three resource needs--increased access to technology, print resources, and professional learning.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
Books on the topic "Non-school readers"
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ill, Chambliss Maxie, and Copyright Paperback Collection (Library of Congress), eds. The great school lunch rebellion. Toronto: Bantam, 1989.
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UK, Autumn Children's Books. Digger (My chunky friend story book): Illustrated by Paul Dronsfield. Chichester, West Sussex, UK: Autumn Publishing (Part of the Bonnier Publishing Group, UK), 2010.
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1853-1916, Fraser W. H., and Ontario. Dept. of Education., eds. The high school German grammar and reader: With elementary exercises in composition and vocabularies. Toronto: Copp, Clark, 1986.
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Bernard, Cara Faith, and Joseph Michael Abramo. Teacher Evaluation in Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.001.0001.
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Facing an “age of accountability,” teachers are subject to increasing evaluation and scrutiny from school administrators, politicians, and the public. This book provides music teachers with strategies to help them thrive in teacher evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on teacher evaluation systems, including commonly found components and requirements. Chapter 1 details a brief history of teacher evaluation policies and laws in the United States. Chapter 2 provides a framework to help music teachers successfully use teacher evaluation to spark professional growth. Chapters 3 through 6 delve into four key areas that music teachers often struggle with in order to prepare them for observations and discussions with evaluators and improve practice: questioning strategies, differentiation, literacy, and assessment. At the end of each of these chapters are sample lesson plans that demonstrate ways to implement these pedagogical strategies in music classrooms. The final chapter discusses how to talk to evaluators. It explores how music teachers might inform evaluators about the unique challenges and strategies in music education while also remaining open to feedback. It discusses how to talk to both music and non-music evaluators, including those who are poor communicators and those who might not provide sound advice on teaching. Finally, the postlude reminds readers of the importance of approaching teacher evaluation as a means for reflection and professional growth.
Book chapters on the topic "Non-school readers"
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Rose, Jonathan. "Student Power." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0005.
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In 1916 Columbia University dropped its Latin requirement for admissions, effectively opening its doors to the striving sons of immigrants. Thus (in a word) it became the first Ivy League school to deal with the issue of diversity. In the same year, Professor John Erskine proposed what became the General Honors course, Columbia’s celebrated core curriculum of Great Books. Much later that program would come under fire for not including enough female and non-Western authors—but measured against the standards of its time, it was strikingly democratic, inclusive, and anti-authoritarian. The students who were now entering, educated at public schools, lacked the common classical training of prep-school boys, so Erskine aimed to teach them a shared body of literature that was far more broad and accessible. It took the Classics Department a year to get through Herodotus in the original: General Honors covered him (in translation) in a week. And Erskine’s definition of “Great Book” was clearly flexible: he envisioned that the reading list would be revised from year to year, and at first it was. The aim was not to follow a rigid canon, but to create the basis for a common conversation. And so it did: the early cohort of students included young men who would go on to shape intellectual discourse in mid-century America: Lionel Trilling, Jacques Barzun, Clifton Fadiman, Whittaker Chambers, Joseph Mankiewicz (future screenwriter and director), and Leon Keyserling (later Harry Truman’s top economic advisor), with Mark Van Doren and Mortimer Adler serving as instructors. Early in his teaching career, Erksine explained his liberation pedagogy: . . . A college course in literature should provide for two things—the direct contact of the student’s mind with as many books as possible, and the filling in of any gaps in his sympathy with what he reads. Almost all the great books were intended for the average man, and the author contemplated an immediate relation with his audience. There is room for the annotator or teacher only when time has made the subject remote or strange, or when the reader’s imagination is unable to grasp the recorded experience . . . If the student’s task is to read great books constantly, the teacher’s part [is] to connect the reading with the pupil’s experience . . . . . .
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D'Agostino, Susan. "Divide and conquer, just like Riemann sums in calculus." In How to Free Your Inner Mathematician, 89–96. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198843597.003.0015.
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“Divide and conquer, just like Riemann sums in calculus” offers a basic introduction for how to estimate—with any desired non-zero margin of error—the area of an irregular shape. For an initial underestimate, readers are encouraged to draw a large rectangle that fits inside the irregular shape and then use the grade school formula to calculate the rectangle’s area: area equals length times width. To refine this underestimate, readers learn to draw multiple smaller rectangles inside the shape whose areas they also sum. An analogous method is provided for overestimates. The discussion concerning how to obtain underestimates or overestimates with any desired margin of error is illustrated with numerous hand-drawn sketches. Mathematics students and enthusiasts are encouraged to consider dividing and conquering in all challenges they face in mathematics or life. At the chapter’s end, readers may check their understanding by working on a problem. A solution is provided.
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Airy, Samuel P. G., and Gavin T. L. Brown. "Community Education in New Zealand." In Global Adaptations of Community College Infrastructure, 135–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch010.
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The U.S. community college model does not currently operate in New Zealand. In addition to university and vocational programs at polytechnics, further education within the community is provided through open-entry, low-cost, “night-school” courses run from various high schools and community centers. Courses once covered “general interest” subjects to basic academic and vocational skills with significant government subsidies. However, government funding changes now prioritize programs containing core numeracy and literacy components, leading to the cancellation of some nonconforming classes. This raises questions regarding the role of community education for delivering certain programs. For example, many non-subsidized business and entrepreneurship courses are provided through night-school education. To illustrate this type of community education program, entrepreneurship courses taught in four different night schools are described. This chapter will help readers understand the nature of community education in New Zealand and the challenges it currently faces.
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Crawford, Matthew R. "Scholarly Practices." In The Eusebian Canon Tables, 195–227. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198802600.003.0007.
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Despite the wide profusion of Canon Tables in Latin gospelbooks from the fourth century onwards, evidence of readers or exegetes making use of the apparatus in this period is almost non-existent. The one great exception is the early Irish exegetical tradition, which shows a remarkable scholarly interest in the Eusebian paratext, though much of the relevant primary literature remains little known, and some even unpublished. This chapter examines four representative texts. The poet Ailerán of Clonard explored the symbolic significance of the Canon Tables in poetry. Two anonymous school texts, known as Pauca de libris and The Irish Reference Bible, analysed the Eusebian parallels to classify kinds of similarity and difference that exist between parallel passages. Finally, the Carolingian scholar Sedulius Scottus commented extensively on the functioning and history of the Canon Tables.
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Mohammadi, Elham, and Seyed Mohammadreza Mortazavi. "Mentor-Assisted, Reflective, Collaborative Teacher Professional Development." In Implicit Pedagogy for Optimized Learning in Contemporary Education, 224–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5799-9.ch012.
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The content of this chapter is aimed at expressing, clarifying, and redefining the status quo of teacher professional development (TPD). However, it is not purported to provide the readers with a different approach to TPD; it will delineate the existing theories and practices in the field. Then, the issues will be identified, and suggestions will be made to overcome such complications. The focus is on the professional development of those teachers who have completed their basic training (i.e., in-service teachers). It will address the schools that employ K-12 system of education. However, the scope is not just limited to such schools. The chapter will discuss briefly the assumptions and ratiocinations underlying the teacher professional development movement and the opposing views that exist in this regard. Efforts will be made to clarify the theories, practices, and accordingly, the current trends of reflective practice. The writers will conclude with the argument that the social context provides the basis and is therefore the sine qua non of TPD. It will also be argued that the school-based, mentor-assisted collaboration of teachers can lay the groundwork for an effective program.
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Murnane, Richard J. "Comparisons of Private and Public Schools: What Can We Learn?" In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0014.
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The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.