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Author: Iolie Nicolaidou Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Writing performance is essential for academic success at all levels. To help elementary school students become better and motivated writers, educators need to help them have functional writing self-efficacy beliefs that slightly exceed what a learner can actually accomplish. A suggested way to achieve this is having students create process portfolios to: a) document the writing process and their progress monitoring, b) have access to peers' work and c) receive feedback. This multiple case study explored the development of students' writing performance and writing self-efficacy beliefs through a one-academic-year implementation of process portfolios in three fourth grade elementary school classes (N=63 students) in Cyprus. The students of two fourth grade classes (n2=23, n3=20) created paper-based process portfolios, while in the researcher's class (n1=20) students created digital portfolios. The study explored how process portfolio affordances, such as a process approach in writing, progress monitoring (goal setting, reflection, self-evaluation), access to peers' work and feedback related to students' writing performance and self-efficacy and how this relationship changed over time. It relied on a mixed method (quantitative and qualitative) research methodology comprised of pre- mid-and post- portfolio implementation students' writing performance and self-efficacy tests, teachers' and students' interviews on their perceptions of portfolios and a portfolio artifact analysis. While there is much to understand regarding the impact of portfolios on students' writing performance and writing self-efficacy the results of this study produced several important findings and practical implications related to portfolio use and the added pedagogical benefits of portfolio affordances. The key findings revealed that students' writing performance increased over time. Learning gains were also found in students' ability to provide corrective feedback and constructive comments to their peers' work, to set goals, and to provide accurate self-evaluations of their work. Students' writing self-efficacy increased over time and became more accurate as it reflected students' actual performance by the end of portfolio implementation. Implications for practice and guidelines based on a bottom-up approach that could facilitate a large-scale implementation of digital and paper-based portfolios in Cyprus in the future are offered.
Author: Iolie Nicolaidou Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Writing performance is essential for academic success at all levels. To help elementary school students become better and motivated writers, educators need to help them have functional writing self-efficacy beliefs that slightly exceed what a learner can actually accomplish. A suggested way to achieve this is having students create process portfolios to: a) document the writing process and their progress monitoring, b) have access to peers' work and c) receive feedback. This multiple case study explored the development of students' writing performance and writing self-efficacy beliefs through a one-academic-year implementation of process portfolios in three fourth grade elementary school classes (N=63 students) in Cyprus. The students of two fourth grade classes (n2=23, n3=20) created paper-based process portfolios, while in the researcher's class (n1=20) students created digital portfolios. The study explored how process portfolio affordances, such as a process approach in writing, progress monitoring (goal setting, reflection, self-evaluation), access to peers' work and feedback related to students' writing performance and self-efficacy and how this relationship changed over time. It relied on a mixed method (quantitative and qualitative) research methodology comprised of pre- mid-and post- portfolio implementation students' writing performance and self-efficacy tests, teachers' and students' interviews on their perceptions of portfolios and a portfolio artifact analysis. While there is much to understand regarding the impact of portfolios on students' writing performance and writing self-efficacy the results of this study produced several important findings and practical implications related to portfolio use and the added pedagogical benefits of portfolio affordances. The key findings revealed that students' writing performance increased over time. Learning gains were also found in students' ability to provide corrective feedback and constructive comments to their peers' work, to set goals, and to provide accurate self-evaluations of their work. Students' writing self-efficacy increased over time and became more accurate as it reflected students' actual performance by the end of portfolio implementation. Implications for practice and guidelines based on a bottom-up approach that could facilitate a large-scale implementation of digital and paper-based portfolios in Cyprus in the future are offered.
Author: Robert Calfee Publisher: Routledge ISBN: 1136488340 Category : Education Languages : en Pages : 403
Book Description
This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.
Author: Mark Martinez Publisher: ISBN: Category : Language arts (Elementary) Languages : en Pages : 172
Book Description
"This study investigated the relationship between elementary students' writing self-efficacy beliefs and expository writing. Seventy-four elementary students in grades 3, 4, 5 and 6 responded to surveys about their writing self-efficacy beliefs and wrote expository essays in a quasi-experimental design. Although previous researchers found writing self-efficacy to be a strong predictor of writing performance, a weak correlational relationship was found between general writing self-effiacy and expository writing performance. Furthermore, the more specific writing self-efficacy survey did not produce significant associations. A developmental writing self-efficacy trend was seen that was not consistent with previous research of supportive of social cognitive theory. The small sample number may have impacted statistical thresholds. Implications and suggestions for future research are discussed."--From the abstract.
Author: Elizabeth A. Hebert Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 180
Book Description
This book offers an approach for using portfolios with elementary level students and shows how the portfolio process can serve as a powerful motivational tool by encouraging students to assess their own work, set goals, and take responsibility for future learning. Throughout the book, there are stories that illuminate the lessons learned by students, teachers, and the principal at a school in Winnetka, Illinois, that has used portfolios for more than a decade. The 11 lessons provide vignettes of school life: (1) "Children Can Assess Their Own Learning"; (2) "Children Learn All the Time"; (3) "Teachers Learn All the Time, Too"; (4) "Getting Clear on Portfolio Purpose, Ownership, and Content"; (5) "Portfolios Encourage Children to Think about Their Learning"; (6) "Portfolios Respond to the Individual Needs of Students"; (7) "Designating a Space and Place for Gathering Memories"; (8) "A Celebration Connects Child, Portfolio, and Audience"; (9) "Teaching Parents How to Be Part of the Portfolio Conference"; (10) "Listening for Children's Meaning"; and (11) "Creating a Language for Portfolios." An appendix presents the philosophy of the Winnetka, Illinois, public schools. (Contains 68 references.) (SM)
Author: Martin, Christie Publisher: IGI Global ISBN: 1799803244 Category : Education Languages : en Pages : 438
Book Description
Educators require constructive information that details their students’ comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment in the Pre-K through elementary grade levels. Covering an array of topics such as literacy, professional development, and educational technologies, this book is relevant for instructors, administrators, education professionals, educational policymakers, pre-service teachers, academicians, researchers, and students.
Author: Christine Rubie-Davies Publisher: Routledge ISBN: 131764462X Category : Education Languages : en Pages : 329
Book Description
We constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. Becoming a High Expectation Teacher is a book that every education student, training or practising teacher, should read. It details the beliefs and practices of high expectation teachers – teachers who have high expectations for all their students – and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible. It shows how student achievement can be raised by providing both research evidence and practical examples. This book is based on the first ever intervention study in the teacher expectation area, designed to change teachers’ expectations through introducing them to the beliefs and practices of high expectation teachers. A holistic view of the classroom is emphasised whereby both the instructional and socio-emotional aspects of the classroom are considered if teachers are to increase student achievement. There is a focus on high expectation teachers, those who have high expectations for all students, and a close examination of what it is that these teachers do in their classrooms that mean that their students make very large learning gains each year. Becoming a High Expectation Teacher explores three key areas in which what high expectation teachers do differs substantially from what other teachers do: the way they group students for learning, the way they create a caring classroom community, and the way in which they use goalsetting to motivate students, to promote student autonomy and to promote mastery learning. Areas covered include:- Formation of teacher expectations Teacher personality and expectation Ability grouping and goal setting Enhancing class climate Sustaining high expectations for students Becoming a High Expectation Teacher is an essential read for any researcher, student, trainee or practicing teacher who cares passionately about the teacher-student relationship and about raising expectations and student achievement.
Author: Courtney M. Bean Publisher: ISBN: 9781392477489 Category : Languages : en Pages : 387
Book Description
Prior research into student growth mindset has suggested it positively impacts motivation (Dweck, 2016; Kelly, 2011; O'Rourke, Peach, Dweck, & Popovic, 2016; Park, Gunderson, Tsukayama, Levine, & Beilock, 2016; Perry & Drummond, 2002; Pulfrey, Buchs, & Butera, 2011) and achievement (Claro, Paunesku, & Dweck, 2016; Dweck, 2006; Paunesku, Walton, Romero, Smith, Yeager, Dweck, 2015; Yeager, Romero, Paunesku, Hulleman, Schneider, Hinojosa, Dweck, 2016). Dweck and Yeager (2019) explained that a beneficial new direction for research could be determining which cues from the environment students use to develop their mindset. They expressed continued curiosity regarding which instructional practices might foster a growth mindset in students. In fact, they specifically cited the need to examine "teacher practices in terms of types of work given, feedback for successes and struggles, and opportunities for improvement..." (Dweck & Yeager, 2019). Researchers of writing have also suggested the need for continued research into the affective domain of writers, including motivation, self-efficacy, and self-regulation related to writing (Bazerman, 2016; Santangelo, Harris, & Graham, 2016). This multiple case study was conducted at the upper elementary level and explored what teachers reported about their mindset and their professional practice, how teachers fostered a growth mindset in their students, what growth-minded instructional practices they used, and what insights about the writing process emerged from four growth minded writing classrooms. The findings help fill the gap in the literature related to growth mindset instruction in writing in upper elementary classrooms.
Author: Iolie Nicolaidou
Author: Iolie Nicolaidou
Author: Robert Calfee
Author: Mark Martinez
Author: 
Author: Lindsay Wong
Author: Elizabeth A. Hebert
Author: Martin, Christie
Author: Christine Rubie-Davies
Author: Courtney M. Bean
Author: