Research for the Classroom: From Reluctance to Results--A Veteran Teacher Embraces Research

Autor/in	Greene, Katie
Titel	Research for the Classroom: From Reluctance to Results--A Veteran Teacher Embraces Research
Quelle	In: English Journal, 99 (2010) 3, S.91-94 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Student Attitudes; Action Research; State Standards; Student Motivation; Experienced Teachers; Interviews; Student Surveys; Scoring Rubrics; Teaching Methods; Classroom Techniques; Learning Strategies; Educational Strategies; Grade 9; Literature; Student Projects; English Teachers; Student Evaluation; Teacher Attitudes; Evaluation Methods; Writing Instruction; Secondary School Teachers; English Instruction; College Preparation; Writing Teachers; Classroom Research; Georgia + Suchen Sie Ihr Suchwort? Schülerverhalten; Projektforschung; Schulische Motivation; Interviewing; Interviewtechnik; Schülerbefragung; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrstrategie; School year 09; 9. Schuljahr; Schuljahr 09; Literatur; Schulprojekt; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Lehrerverhalten; Schreibunterricht; English langauage lessons
Abstract	"Authenticity," "intrinsic motivation," "confidence," and "student choice." More than just jargon, these ideas are essential for student achievement. Facing the pressures of mandated standards and assessments, teachers often replace activities that allow for student choice and multiple outcomes with one-right-answer, teacher-centered activities. However, researchers such as Nancie Atwell, Donald Graves, and Linda Reif have demonstrated that student choice and state standards are not mutually exclusive. After conducting action research, the author discovered that student-selected activities produce surprisingly impressive results. Through analysis of individual student interviews, impromptu class conversations, and structured surveys, she learned that her students prefer to write about what interests them but also benefit from rubrics that explain what they need to do to earn certain grades. The challenge of incorporating choice while providing clear guidelines for students presents a unique opportunity for educators, who must assist students in mastering standards while encouraging them to cultivate their own voices. Through carefully constructed activities, teachers can incorporate controlled choice in a standards-based classroom and, as a result, foster authentic learning and student accountability. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10