دورية أكاديمية
Re-Mediating and Transmediating Middle-School Students' Writing through Teacher Professional Development
| العنوان: | Re-Mediating and Transmediating Middle-School Students' Writing through Teacher Professional Development |
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| اللغة: | English |
| المؤلفون: | Collet, Vicki Stewart |
| المصدر: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2022 22(2). |
| الإتاحة: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/ |
| Peer Reviewed: | Y |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Writing Instruction, Writing (Composition), Writing Teachers, Faculty Development, Multiple Literacies, Affordances, Writing Achievement, Scores, High Stakes Tests, Writing Tests |
| تدمد: | 1528-5804 |
| مستخلص: | Pedagogical shifts that incorporate multimodal and digital literacies challenge the world in which literacy teachers have lived and worked. Effective professional development (PD) experiences may increase teachers' knowledge and enlarge their teaching paradigms about writing instruction. The current study explored ways PD might encourage teachers to push beyond narrow descriptions of writing defined by high-stakes testing to provide instruction that incorporates affordances of new literacies. The author evaluated student growth data on state standardized writing assessments compared with a control group and considered PD characteristics instructional shifts to include new literacies. This research was conducted in a large suburban school district in the Western United States. The district purchased 300 laptops for their 10 middle schools. Ten teachers and 892 students participated, with a matched control group. Participating teachers received a classroom set of laptops and up to 46 hours of training. Analyses indicate that professional learning opportunities that fostered conceptual understandings included the opportunity to observe in classrooms that were using new literacies and provided opportunities for hands-on practice and social construction of knowledge appear to have supported instructional changes. Students whose teachers were minimally trained did not have significant increases in writing achievement; however, students whose teachers received sustained training significantly increased their scores on high-stakes assessments. Increased scores were more pronounced for students who had been previously labeled as underachieving, a finding that fosters conceptualization of new literacies as transmediational and re-mediational. [Abstract modified to meet ERIC standards.] |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| URL الوصول: | https://citejournal.org/volume-22/issue-2-22/english-language-arts/re-mediating-and-transmediating-middle-school-students-writing-through-teacher-professional-development/ |
| رقم الأكسشن: | EJ1346004 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1528-5804 |
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