Relevant bibliographies by topics / Teachers College Reading and Writing Project

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

Academic literature on the topic 'Teachers College Reading and Writing Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Teachers College Reading and Writing Project"

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Mussa, Sualih, and Yitayal Wondie. "An Analysis of the English Language Needs of Customer Contact and Secretarial Operation Coordination Trainees: Some Selected Technical and Vocational Colleges in Ethiopia." Theory and Practice in Language Studies 11, no. 4 (2021): 340–49. http://dx.doi.org/10.17507/tpls.1104.02.

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This study is mainly conducted to find out the English language needs of Customer Contact and Secretarial Operation Coordination Level IV trainees. To achieve this objective, purposive sampling technique was used to select content area teachers while comprehensive sampling technique was used to include trainees and English language teachers. A survey research was the design of this study. To this end, questionnaire and interview were employed to collect data. Both quantitative and qualitative methods of data analysis were used in the study. The findings of the study showed that writing, speaki
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Kassem, Hassan M. "The Teaching and Learning of EFL Learning Strategies at a Saudi College." International Journal of Linguistics 12, no. 3 (2020): 37. http://dx.doi.org/10.5296/ijl.v12i3.16911.

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Shaqra University in Saudi Arabia is now seeking national institutional accreditation. The English program at Thadiq College of Sciences and Humanities, one of Shaqra University’s colleges, is participating in the project as a representative of all English programs in the university. The quality of teaching and learning is an important performance indicator that the accrediting committee (The Saudi National Committee of Academic Accreditation) considers in its evaluation process. For two years, teachers in the program have taught LLSs to students, especially in the first four levels that inclu
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Ran, Zhang, and Mogana Dhamotharan. "An Investigation of Metaphoric Cognition of First-Year College Students at Xinxiang Medical University, China." English Language Teaching 13, no. 7 (2020): 111. http://dx.doi.org/10.5539/elt.v13n7p111.

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The “College English Teaching Reform Project”, issued by the Chinese Ministry of Education aims to strengthen the practical English instruction and improve the English language proficiency of the college students (Ministry of Education, 2007). However, the problem of “naturalness” in handling English by the college students still exists due to imbalanced language forms and concepts between their native language (Chinese) and target language (English). Since metaphor was referred to as only a figure of speech and often compared with simile in high schools
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Hadiyanto, Anita Kurniawati. "STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (2019): 197. http://dx.doi.org/10.15639/teflinjournal.v30i2/197-211.

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As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study exa
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Ying, Zhang. "Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis." English Language Teaching 11, no. 2 (2018): 188. http://dx.doi.org/10.5539/elt.v11n2p188.

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English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students’ writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions driven by writing tasks, students are provided with sufficient opportunities to receive language input. Reading-to-writing activities, based on output-driven hypothesis, help students consolidate and internalize linguistic and stylistic knowledge acqui
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Englert, Carol Sue, Art Garmon, Troy Mariage, Mary Rozendal, Kathi Tarrant, and Joyce Urba. "The Early Literacy Project: Connecting across the Literacy Curriculum." Learning Disability Quarterly 18, no. 4 (1995): 253–75. http://dx.doi.org/10.2307/1511233.

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Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups
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Lumabi, Bethany Marie. "Task Based Dictation (TBD): A Means of Improving the Language Proficiency of College Students." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (2020): 116–30. http://dx.doi.org/10.47631/mejress.v1i2.67.

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Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’
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Koenig, Alan J., Catherine G. Mack, William A. Schenk, and S. C. Ashcroft. "Developing Writing and Word Processing Skills with Visually Impaired Children: A Beginning." Journal of Visual Impairment & Blindness 79, no. 7 (1985): 308–12. http://dx.doi.org/10.1177/0145482x8507900706.

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The Apple Education Foundation awarded a two-year joint project to Peabody College for Teachers and Tennessee School for the Blind (TSB) for the purpose of studying the development of word processing skills by visually handicapped students. Apple IIe microcomputers, printers, software, and specialized technological aids are now being used by students and teachers at TSB and by preservice teachers at Peabody College. This article discusses the project's conceptual framework, activities at the project site, and a module developed to introduce students to the Braille–Edit word processing system.
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Whittaker, Rachel, and Isabel García Parejo. "Teacher Learning for European Literacy Education (TeL4ELE): genre-based pedagogy in five European countries." European Journal of Applied Linguistics 6, no. 1 (2018): 31–57. http://dx.doi.org/10.1515/eujal-2017-0021.

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AbstractThis article gives two perspectives on an action-research literacy project based on the pedagogy of Reading to Learn (R2L). The project, organized in a cascade structure, introduced the functional linguistics-based pedagogy for reading and writing across the curriculum to national teams of key educators, who then took it to practising teachers, who used it with their pupils. The impact of the project on the three groups of 'learners' involved was then evaluated through questionnaires for educators and teachers and reading and writing tests. Knowledge of the texts of their subjects, and
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Almalki, Mansoor S., and Abdul Fattah Soomro. "Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context." English Language Teaching 10, no. 6 (2017): 93. http://dx.doi.org/10.5539/elt.v10n6p93.

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There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner. This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected thro
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Dissertations / Theses on the topic "Teachers College Reading and Writing Project"

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Hamilton, Cassidy. "Addressing the Argument Writing Needs of English Learners in Seventh Grade." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592233444019553.

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Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.

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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.
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Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.

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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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Cowles, Randee Teresa. "The role of imaginative literature in First Year Composition." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2516.

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This study steps into a long running discussion of the place of imaginative literature in First Year Composition (FYC) courses. Chapter one surveys the scholarship, including the work of Erika Lindeman and Gary Tate, two compositionists whose debate has been at the center of this discussion, and three scholars' responses to the issues their debate raises. Instructors might be able to include imaginative literature in FYC courses if they use the literature to support the courses' rhetorical goals rather than to "teach the literature" itself.
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Cormier, Eric. "Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie." Thèse, 2014. http://hdl.handle.net/1866/12410.

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Books on the topic "Teachers College Reading and Writing Project"

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Daniels, Harvey A. A writing project: Training teachers ofcomposition from kindergarten to college. Heineman Educational Books, 1985.

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Harvey, Daniels. A writing project: Training teachers of composition from kindergarten to college. Heineman Educational Books, 1985.

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Fletcher, Ralph J. Walking trees: Teaching teachers in the New York City schools. Heinemann, 1991.

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Walking trees: Portraits of teachers and children in the culture of schools. Heinemann, 1995.

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Gay, Brookes, and Cummings Martha Clark, eds. Inspired to write: Readings and tasks to develop writing skills. Cambridge University Press, 2004.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Book chapters on the topic "Teachers College Reading and Writing Project"

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Yeh, Helen W. M. "The Making of Adult Learners through Project-Based Learning." In Handbook of Research on Teaching and Learning in K-20 Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch023.

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Different learning theories including action learning, experiential learning, and project-based learning have been used in adult learning, which usually takes place in community colleges. Since 2000, Hong Kong universities have established their own community college to provide a second chance for individuals to further studies in universities or gain work skills to facilitate their return to the society. Among all approaches, project-based learning is the most popular approach in English language learning in community colleges because the traditional teaching methods did not work well on passive and dependent Chinese students. This chapter discusses the features of project-based language learning and then examines the language students’ perceptions towards project-based learning so as to better the program design. The findings show that students have developed reading, writing, and research skills through group projects, and the language teacher, feedback, and collaboration are vital to the success of project-based learning.
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Katz, Anne. "Building Connections Between Teacher Education Candidates and Urban Middle School Students Through Social Action." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch014.

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For faculty to be effective in supporting pre-service educators' learning, they must connect with Association of American College and University tenets. The purpose of this collaboration was to provide teacher candidates with a meaningful opportunity to interact with local public school students. College students exchanged letters, created and implemented technology-based mini-lessons, participated in close reading and critical thinking discussions, and dialogued with middle school students around issues presented in the book It's Your World: Get Informed, Get Inspired, and Get Going (Clinton, 2015). The question it seeks to answer is, “Would the use of targeted reading, writing, technology-based discussion, and creation of a social justice project with public middle school student literacy leaders improve pre-service educators' commitment to their field and expand their learning?” This chapter explores a community literacy partnership.
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Saxena, Vandana. "Adapting, Appropriating, Writing." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch017.

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This chapter proposes a deeper integration of the writing practices like creative writing and storytelling in a class of literature in order to develop a new pedagogical model that empowers the students of literature to not only read and interpret but also to express and engage with the text in a nuanced manner. It does so in the context of the current trends of interactive reading and writing fostered by the digital technology where productive engagements with the texts through fanfictions, visual adaptations, and so on are a part reading a text. Following the paradigm of fanfiction, the project “The Crucible on Twitter” implemented in the classrooms of English Literature in a Malaysian University revealed the ways in which digitally mediated writing activities enable the learners to engage with a text on its own turf, promoting cross-cultural understanding and empowering the learner-readers to integrate their own meanings, concerns, and issues into their reading of an original literary text.
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Chung, Mi-Hyun. "Digital Storytelling Project for Language Teachers." In Interdisciplinary Approaches Toward Enhancing Teacher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch004.

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This chapter will present a model of a digital storytelling project that is designed to help language teachers experience what their students would go through in the digital storytelling process. The model will give teachers an opportunity to reflect on the experience and plan for the implementation of the digital storytelling in their teachings. The chapter discusses concepts of new literacy, semiotics, and technology for language learning, and importance of teacher perspectives in relation to the presented model. The discussion also reminds readers that the ultimate goal of the teacher digital storytelling project is to support authentic and meaningful learning of their students, including English language learners (ELLs) and bilingual students. The digital storytelling approach is used to acknowledge diversity and promote culturally responsive teaching in a language class. Reading, writing, and sharing personal narratives in the digital storytelling offer opportunities to ELLs or bilingual students to understand the context, make voices, and contribute to a learning community.
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Bird, Jennifer Lynne, and Eric T. Wanner. "Narratives of Anxiety." In Using Narrative Writing to Enhance Healing. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1931-8.ch007.

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This research project began as a study using both quantitative and qualitative methods to learn about the connections between writing and healing. College students who wrote in journals throughout the semester as part of normal classroom practices for an education methods class in reading and writing completed surveys answering questions about their writing and their health. Initial analysis of the data echoed the findings of previous studies: writing is healing. However, the more important observation became that on one of the health survey questions 92% of the subjects reported experiencing anxiety or stress. Consequently, the research evolved into a social action project to help college students cope with stress and anxiety; stress is a very common cause of a downward spiral to quality of life and overall health. By making a few positive changes in their lives, people can learn to deal with stress.
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Ma, Leo F. H., and L. M. Mak. "Hong Kong Literary Landscape: A MediaWiki for literary reading and writing." In Wikipedia and Academic Libraries. Michigan Publishing, 2021. http://dx.doi.org/10.3998/mpub.11778416.ch16.en.

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For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.
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Katz, Anne. "Facilitating Meaningful Reading and Writing Practices in Urban Schools through Student-Generated Literacy Initiatives." In Student-Driven Learning Strategies for the 21st Century Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch017.

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The Teens for Literacy program at a Title I school in downtown Savannah provides a forum for students to empower their peers and their community regarding the importance of literacy. Over the past four years, the author has had the honor of serving as faculty advisor for the project, which is a partnership between the university and school. The author collaborates with school counselors, the librarian, the Instructional Coordinator, and the principal to facilitate the initiative. A leadership team of thirteen middle school students in grades 6-8 generates ideas for promoting literacy among their peers. Student leaders have produced multiple editions of school-wide newspapers with topics they have selected; composed play vignettes spotlighting the importance of reading and writing; launched a blog with book reviews to promote summer reading among the student body; introduced a local Children's Book Festival author to the school community; established a pen pal exchange with students in Haiti; and inaugurated a school-wide poetry initiative, among other initiatives. As the year evolves, university undergraduate and graduate students are invited to serve as volunteers/mentors for various literacy projects. A Shadowing Day is held on the college campus each spring to introduce students to collegiate life.
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Bird, Jennifer Lynne, and Eric Wanner. "Multigenre Narratives as a Healing Process." In Handbook of Research on Teaching and Learning in K-20 Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch024.

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This chapter uses the theory of narrative inquiry and the practice of multigenre writing to explain the implications of using writing to assist in healing from physical pain. Dr. Jennifer Bird has always used narratives and journal writing with the college students she teaches. During her physical therapy sessions with Dr. Eric Wanner, she realized a neck pain journal read by her physical therapist provided additional insights into pain recovery. In this chapter, Dr. Bird and Dr. Wanner share their perspectives of their collaborative narrative inquiry qualitative research project and advice of how writing can lead teachers to develop a stronger self-awareness of what they need both physically and emotionally.
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Tondreau, Amy, and Zachary T. Barnes. "Embedding Diverse Children's Literature Throughout a Teacher Preparation Program." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch025.

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This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.
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Reister, Megan, Mary Andren, and Madelyn A. Dichard. "Students Serving Moms and Meeting the Social and Emotional Needs of Children." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch014.

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This chapter focuses on early childhood, the social and emotional needs of children and their families, use of technology, and use of children's literature in both print form and through digital means. Readers will learn about a service project called Students Serving Moms. Through this service project, pre-service teachers, or education majors, from a teacher preparation program alongside other college students at the university, work with families in the community. This relational service project continued in spite of restrictions from the pandemic due to the members of Students Serving Moms embracing change and using virtual means to work with the children of all abilities and ages in efforts to meet the social and emotional needs of the children. This chapter will benefit teacher educators who may want to replicate this service project at their institutions whether virtually or through face-to-face means. Pre-service teachers will also benefit from reading this chapter as they consider ways they can create connections with children through developmentally appropriate practices.
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Conference papers on the topic "Teachers College Reading and Writing Project"

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and t
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