Relevant bibliographies by topics / Writing pedagogy School

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

Academic literature on the topic 'Writing pedagogy School'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Writing pedagogy School"

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Woodard, Rebecca, Andrea Vaughan, and Emily Machado. "Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 215–31. http://dx.doi.org/10.1177/2381336917719440.

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We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers’ conceptualizations and enactments of culturally sustaining writing pedagogy. Findings indicate that these teachers tended to make space for explicit discussions of language, culture, and power in the writing curriculum and to problematize expressions of dominant culture, such as an emphasis on official languages. We also ex
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Larsen, Ann Sylvi, Marit O. Brujordet, Ingunn Ofte, and Anne Charlotte Torvatn. "Arbeid med argumenterende tekst på 3. trinn. En delstudie fra prosjektet Innføring av sjangerpedagogikk i tre trondheimsskoler." Acta Didactica Norge 12, no. 1 (2018): 9. http://dx.doi.org/10.5617/adno.4726.

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Temaet for denne artikkelen er skriveopplæring i grunnskolens barnetrinn. Artikkelen studerer en skriveprosess over to uker i sjangeren argumenterende tekst i en tredjeklasse hvor læreren kurses i den australske sjanger pedagogikken. Klassen har en stor andel av minoritetsspråklige elever og elever fra områder med sosioøkonomiske utfordringer. Intensjonen har vært å studere hvordan sjangerpedagogikkens skriveundervisning i fire faser gir unge elever et redskap for å skrive argumenterende tekster, og om sjangerskolens pedagogikk fører til utjevning mellom sterke og svake elever. Datamaterialet
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Naviy, L., G. Rakisheva, and A. Anikbay. "Pedagogical ideas in M.Zhumabayev`s works." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, no. 3 (2020): 98–104. http://dx.doi.org/10.32523/2616-6895-2020-132-3-98-104.

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The article shows pedagogical ideas in M. Zhumabayev’s works. A short historical review has been made of the pedagogue-poet’s teaching activity. Also M. Zhumabaev’s works are analyzed such as: «Pedagogy», «Native language in elementary school» and «Writing textbook and school». The educator-poet’s educational perspective in «Pedagogy» is defined, with the work «Teaching the native language in elementary school», there is an analysis of ways to develop a child’s language through this tutorial. While considering the merits of «Written Textbook and School», it was clarified the format of the futu
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Elwood, Susan, Susan Wolff Murphy, and Diana Cárdenas. "Enacting Multimedia Writing Center Pedagogy in a Rural High School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (2006): 86–88. http://dx.doi.org/10.3200/tchs.80.2.86-88.

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Schwartz, Jeff. "Writing Jimi: rock guitar pedagogy as postmodern folkloric practice." Popular Music 12, no. 3 (1993): 281–88. http://dx.doi.org/10.1017/s0261143000005729.

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Most instruction in electric guitar, bass guitar, drums and electronic keyboards is conducted on a one-to-one basis by uncertified, independent teachers. The lessons are face-to-face, and based on the student's imitation of the teacher's example. Popular music education is a ‘little tradition’ (in comparison to school music departments) and largely an oral one, thus meeting the usual criteria of folk cultures.
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Vian Junior, Orlando, and Fabiane Dalben de Faria. "Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam." Íkala 26, no. 1 (2021): 61–76. http://dx.doi.org/10.17533/udea.ikala.v26n01a08.

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From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their r
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Barnes, Meghan E., and Heather Coffey. "Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy." English Teaching: Practice & Critique 20, no. 3 (2021): 313–27. http://dx.doi.org/10.1108/etpc-02-2020-0011.

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Purpose The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project. Findings Participants’ perspectives fell into t
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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.

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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school e
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Paltridge, Brian. "Genre and second-language academic writing." Language Teaching 47, no. 3 (2014): 303–18. http://dx.doi.org/10.1017/s0261444814000068.

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The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns and Ken Hyland, who have argued for the value of genre in the teaching of L2 academic writing. ESP genre analysis is a development of text linguistics and the description of academic genres, moving from a focus on lexicogrammatical features to rhetorical moves an
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Woodard, Rebecca, Andrea Vaughan, and Rick Coppola. "Writing Beyond “the Four Corners”: Adolescent Girls Writing By, In, From, and For Bodies in School." Journal of Literacy Research 52, no. 1 (2020): 6–31. http://dx.doi.org/10.1177/1086296x19896496.

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There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writing acted with/on bodies throughout a poetry-writing unit in an urban middle school English language arts classroom. Data collected over 11 weeks includ
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Dissertations / Theses on the topic "Writing pedagogy School"

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Moore, William Love. "An inquiry into the writing pedagogy for middle school language arts." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/william%5Fl%5Fmoore/Moore%5FWilliam%5FL%5F200601%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 177-186).
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Teledahl, Anna. "Knowledge and writing in school mathematics : a communicational approach." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23717.

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This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assess
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Sullivan, Eric David. "Being Sisyphus: A writing pedagogy for at-risk students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2450.

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This thesis discussess the limitations of the standards-based movement and suggests that some schools, especially those whose mission it is to work exclusively with at-risk students, need to be allowed to set local behavioral standards before any consideration can be given to setting and teaching academic standards. It mainly focuses on Phoenix High School, a community day school in the Corona-Norco Unified School District, and discusses how the standards based movement is not suited to meet the needs of its students.
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Oliver, Lucia Jane. "'Writing in tight spaces' : secondary students address the problems and possibilities of revising school writing." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14983.

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Studies of writing process over the last 40 years have clearly shown that effective revision marks the difference between the skilled and the unskilled writer. Early research also showed that school and college students typically revised little and at superficial levels, so that the scope for improvement of writing was limited. The apparent failure of student writers to revise more substantively has been variously explained. On the one hand it is suggested that adolescent writers may lack the cognitive and metacognitive resources necessary for effective revision (Flower & Hayes, 1980; Bereiter
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Allen, Denise Mildred. "Writing pedagogy of the news report genre across the intermediate phase in one school." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2134.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.<br>Writing pedagogy of the News Report genre across the Intermediate Phase in one school. The low levels of writing proficiency that are experienced by students is a global phenomenon and South Africa is no exception (DBE, 2008; 2013). The NEEDU Report (2012) and Hendricks (2007, 2008) argue that insufficient extended writing takes place in South African classrooms, resulting in limited textual and linguistic progression across grades. According to Hendricks (2007, 2008) and Dornbrack and Dixon (2014) little researc
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Svensson, Julius. "Written Acquisition:Analyzing Teachers’ Perceptions of Genre Pedagogy and Mentor Text Approach to Writing Instruction in Uppersecondary School in Sweden." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92765.

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The study’s purpose is to examine teachers’ perceptions of genre pedagogy and mentor texts toteach writing in upper-secondary school. Previously many English teachers in Sweden usedprocess pedagogy to teach writing, an approach that encourages students to create drafts andrevise their texts accordingly. The study finds that even though this approach is still active inupper-secondary schools in Sweden, teachers feel that providing time for revisions isimpossible. Further, the study finds that teachers have started to provide their students withmodel texts that can give students a hands-on model
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Li, Xuanxi, and 李绚兮. "Experimenting with a Wiki-based collaborative process writing pedagogy for teaching and learning of Chinese writing among upper primary school students in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197546.

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This research mainly aims to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help Mainland Chinese upper primary school students with their writing. A wiki-based learning environment (www.joyouswriting.com) named Joyous Writing Club (JWC) was designed and developed by the researcher using MediaWiki software. This study was conducted in a primary school in Shenzhen, Mainland China. This research applied Design-based Research (DBR) methodology, and included three iterative research phases which lasted for over one and a half years (three semesters). Through the cyclical
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Alber, Rebecca. "Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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<p> This qualitative study explored the experiences and insights of four alumnae from a girls&rsquo; after-school writing program and the program&rsquo;s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thin
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Bahari, Aireen Aina Binti. "The implementation of dialogue-based pedagogy to improve written argumentation amongst secondary school students in Malaysia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34992.

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The purpose of this study is to find solutions on how to improve secondary school students’ persuasive argumentative English essay writing. The participants of this study are groups of ESL students aged 13 and 17 who live and study in a sub-urban area in Malaysia. All students and teachers converse amongst themselves using the Malay language on a daily basis while English language is merely used during classroom interaction time. Not only do they have very little opportunity to communicate using English language in their daily lives and for academic purposes, they also have limited opportunity
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Busuladzic, Emina, and Rönnerling Camilla Corcoran. "A Case Study at a Waldorf School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27802.

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The purpose of this case study is to investigate Waldorf pedagogy. In particular, it investigates how assessment of productive language skills, speaking and writing, is carried out at a Waldorf School. To this end, semi-structured interviews were conducted at a compulsory school. One in-depth teacher interview was held and one group interview with four students. Participants were observed in their natural classroom setting on a few occasions. The results indicate that how assessment is carried out depends on the class, situation and the task performed by students. There is a tendency to assess
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Books on the topic "Writing pedagogy School"

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Reading, writing, and justice: School reform as if democracy matters. State University of New York Press, 1997.

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Christine, Leland, and Harste Jerome C, eds. Creating critical classrooms: K-8 reading and writing with an edge. L. Erlbaum Associates, 2008.

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Wilbourne, Emily. Feminist Pedagogy in the Undergraduate Music Survey Course. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935321.013.128.

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This article considers the pragmatic difficulties of implementing feminist pedagogy in the undergraduate music history survey course. Drawing on the author’s teaching experience at the Aaron Copland School of Music, the article tackles the question of what counts as feminist pedagogy. It considers the fundamental problem of feminist scholarship and its application to the music history survey and provides pragmatic examples of how the author teaches, bridging the theoretical/practical divide that often fractures musicology in general and pedagogical speculation in particular. It also explains t
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Publishing, Sunshine. I Would Rather Suffer with Pedagogy Than Be Senseless: Funny Notebook for Pedagogy Lovers, Cute Journal for Writing Journaling and Note Taking at Home Office Work School College,appreciation Birthday Christmas Gag Gift for Women Men Teen Coworker Friend. Independently Published, 2020.

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Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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Harste, Jerome, Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: K-8 Reading and Writing With an Edge. Lawrence Erlbaum, 2007.

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Harmon, Janis M., and Karen D. Wood. Strategies for Integrating Reading and Writing in Middle and High School Classrooms. National Middle School Association, 2001.

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Sivell, John, and David Clanfield. Cooperative Learning & Social Change: Selected Writings of Célestin Freinet (Our Schools Series). Lorimer, 1990.

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Maxwell, Catherine. Vernon Lee’s Handling of Words. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737827.003.0018.

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Early schooled in writing by a pedagogy rooted in dialogic exchange, Vernon Lee (1856–1935) made the interactive relationship between writer and reader central to her critical prose. Her early essays showcase her already distinctive prose voice—markedly different from a professional academic masculine voice. Quick to establish a rapport, Lee is a sympathetic guide, skilfully steering her readers through arguments and expositions, but also stimulating and involving them through impressionistic description, association, and intricate dynamic passages full of open-ended verb forms. Published in t
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Book chapters on the topic "Writing pedagogy School"

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Johnson, Brooke. "Reading, Writing, Arithmetic, and War: Militarized Pedagogy and Militarized Futures." In Culture and Structure at a Military Charter School. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137357632_4.

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Lee, Sarah Henderson. "Bridging the In- and Out-of-school Writing Practices of ELLs through Postmethod Pedagogy: One Elementary Teacher’s Journey." In Second Language Writing in Elementary Classrooms. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137530981_9.

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Malinen, Antti, and Tanja Vahtikari. "Feeling the Nation through Exploring the City: Urban Pedagogy and Children’s Lived Experiences in Postwar Helsinki." In Palgrave Studies in the History of Experience. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_13.

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AbstractIn the post-1945 world, Finnish schools were appointed the new task of fostering democratic values and educating peace-loving citizens. By exploring postwar art and environmental education in Helsinki, understood as means to expand children’s emotional competences, Malinen and Vahtikari provide a unique analysis of the ways educators, children and urban space co-produced the nation in everyday (school) practices. Malinen and Vahtikari show the importance of fully acknowledging the spatial, material and sensory aspects of emotions when discussing children’s emotional formation and historical manifestations of everyday nationalism. To illustrate the adult-children co-creation of different ideas, practices and emotions with respect to the national community, the chapter uses two sets of contemporary sources: educators’ writings and children’s drawings.
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Khote, Nihal. "Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools." In Educational Linguistics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_8.

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"Narrative to Promote “School” Writing While Writing for Meaning and Purpose." In Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers. BRILL, 2021. http://dx.doi.org/10.1163/9789004468511_009.

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"Johnson Elementary Charter School Demographics." In Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers. BRILL, 2021. http://dx.doi.org/10.1163/9789004468511_011.

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Crappell, Courtney. "Facilitating Practicum-Training Experiences." In Teaching Piano Pedagogy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0008.

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Chapter 7, “Facilitating Practicum-Training Experiences,” includes information on guiding pedagogy students through observations of experienced teachers, and then it explores how pedagogy teachers can design and facilitate practicum- and internship-teaching experiences. Example observation and self-evaluation forms are embedded within several classroom exercises. For pedagogy teachers who plan to start preparatory programs in which their pedagogy students will “student-teach,” an overview of the considerations related to starting and running a school follows. This chapter then introduces several alternative ideas to starting in-house preparatory schools and incudes suggestions for dealing with frequent teacher turnover that occurs as student-teachers graduate and their piano students then move on to work with new teachers. It includes templates for writing letters of recommendation for transfer students and semester progress reports.
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Kelley, James. "The Uncanny Power of Comic Books: Achieving Interdisciplinary Learning through Superhero Comic Books." In With Great Power Comes Great Pedagogy. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.003.0010.

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This chapter sets out to examine how superhero comic books can be used to teach students science literacies and concepts such as genetics, along with ELA content such as creative fiction writing in an after-school comic book club. In reviewing existing literature on the subject of interdisciplinary teaching and Vygotsky’s Theory of Mediated Action, this chapter utilizes a qualitative approach to studying STEM-focused comics production. By exploring how students made, analyzed, and integrated science literacies, this chapter offers key insights for teachers.
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Kesler, Ted. "Writing For Social Action in Our Digital Age." In Exploring Multimodal Composition and Digital Writing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch017.

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In this chapter, the author first describe the literacy pedagogy that he implements each year with a cohort of pre-service graduate students across two semesters to develop their social justice awareness, based in progressive education and critical literacy principles. The author then describes the social action writing unit of study that arises from this work, emphasizing multimodal forms of expression and especially the use of digital technologies. The author next focuses on two students who represent the digital composing process and products for social justice that students have created. Using multimodal systems of analysis, the author shows how designing multimodal texts informs pre-service students’ understandings of social justice issues. The chapter concludes with a discussion of the convergence of multimodality and social action writing and implications for pre-service writing instruction and action research with classroom teachers in school settings.
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Hodges, Tracey S., Carol A. Donovan, and Julianne Coleman. "Using Technology to Teach Foundational Writing Skills in Early Elementary Grades." In Handbook of Research on Empowering Early Childhood Educators With Technology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6888-0.ch017.

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Many children leave elementary school without either skills or enthusiasm for writing, which may have negative impacts on their future academic achievement and lifelong learning. Due to the sudden impacts of COVID-19, virtual instruction, and inequities in resources, new challenges for writing instruction have emerged, which require educators to develop novel, technologically enhanced strategies for developing young writers' skills. In the present chapter, the authors provide (1) an in-depth review of the developmental trajectories of writing from birth through third-grade; (2) discuss how models of technology pedagogy, including TPACK and SAMR, may be integrated with emergent writing skills; and (3) provide strategies and resources related to technology to empower early childhood and early elementary teachers with effective writing instructional practices and digital tools. Early childhood educators may become empowered with suggestions and guidance for integrating technology with early literacy development.
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Conference papers on the topic "Writing pedagogy School"

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Alekseeva, M. N., and A. F. Davidyan. "Features of writing in primary school students with visual impairment." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-01.

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MacGill, Belinda, Theodor Wyeld, and Faye Blanch. "Re-writing Recent History: Developing a National Reconciliation Pedagogy Using a Video Game for School Age Children." In 2010 14th International Conference Information Visualisation (IV). IEEE, 2010. http://dx.doi.org/10.1109/iv.2010.61.

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Lacomba, Paula. "Le Corbusier y Lilette Ripert. Les Maternelles vous parlent, hacia una pedagogía más humana." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.758.

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Resumen: La escuela de l´Unité d´habitation de Marseille se desarrolló a lo largo de más de una década. Los primeros dibujos realizados por Le Corbusier datan de 1944 y surgen varias evoluciones del proyecto hasta alcanzar la propuesta que finalmente se ejecuta en 1953. Durante este periodo surge la voluntad de atender a los principios pedagógicos de Céléstin Freinet de l´Ecole Moderne que estudiará y aplicará en la arquitectura que propone. Las técnicas planteadas por Freinet se desarrollaron en el centro de l´Unité por Lilette Ripert, una ferviente admiradora de Le Corbusier y colaboradora d
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