Reading Writing Reciprocity: Inquiry in the Classroom

Autor/inn/en	Daniels, Erika; Hamby, Jennifer; Chen, Rong-Ji
Titel	Reading Writing Reciprocity: Inquiry in the Classroom
Quelle	In: Middle School Journal, 46 (2015) 4, S.9-16 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Middle School Teachers; Middle School Students; Early Adolescents; Urban Schools; Literacy Education; Reading Instruction; Teaching Methods; Thinking Skills; Critical Thinking; Inquiry; Technology Uses in Education; Electronic Publishing; Web Sites; English Language Learners; At Risk Students; Computer Mediated Communication; Clubs; Educational Environment; Peer Relationship; Questioning Techniques; Inferences; Teacher Role; Observation; Reading Achievement; Intervention; Student Attitudes; Attitude Change + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kritisches Denken; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Web-Design; Computerkonferenz; Club; Klub; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Befragungstechnik; Fragetechnik; Inference; Inferenz; Lehrerrolle; Beobachtung; Leseleistung; Schülerverhalten; Attitudinal change; Einstellungsänderung
Abstract	Throughout this group of authors' respective experiences as middle school teachers and teacher educators, they have worked with diverse populations of students with varying beliefs about education--students for whom achievement and success are perceived as foregone conclusions, students for whom school is viewed as a pathway to a better life, and students for whom school is believed to be one more trial to be endured. These latter young adolescents from an urban school, and their experiences with literacy specifically, are the focus of this article. A project that emerged from a shared concern that too many middle school students are not learning to think critically about what they read, write, and experience is described. The power of this project with these students is additional evidence that academic success is within the reach of all young adolescent learners if middle level educators are willing to remember that teaching is more than testing and learning is more than answering questions. (ERIC).
Anmerkungen	Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01