Teaching it "Write": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms
Notice bibliographique
Résumé
Writing today is a means of communication: a medium through which we learn, share and self-express (Graham, 2006).In the classroom, writing is used to acquire, remember, and share knowledge; writing aids in the process of discovering, shaping and refining ideas about a topic (Durst & Newell, 1989).Although writing instruction is a fundamental component of both Academic English and French Immersion language courses at the Grade 9 level (Ontario Ministry of Education, 1999Education, , 2007)), concern remains that many adolescents do not develop the skills necessary in writing to be successful in academic, workplace or personal life domains (Graham & Perin, 2007).Yet, little research has been conducted to determine what teachers are doing instructionally at the high school level.This study investigated the described individual pedagogies of teachers regarding writing instruction within two Grade 9 language contexts: English and French Immersion.I interviewed seven teachers, one-on-one, about their approach to writing instruction and the function of writing within their classroom, either in person or over the phone.A corresponding document of teaching materials referenced by teachers during the interviews was conducted.The data were thematically analyzed individually, by participant, and then subsequently analyzed within and between language contexts.The data analysis yielded four recurring themes: (1) Perceived Individual Experiences and Beliefs Informing Practice, (2) Role of Curriculum, (3) Individual Teaching Practice, and (4) Assessment.The findings from this study suggest that teachers, based on their beliefs and experience, make informed pedagogical decisions within their classrooms to meet the needs of their students.Writing is used in a variety of forms, and is utilized as a vehicle for assessment of other strand requirements.These past two years have been an unpredictable journey.I feel very fortunate to have had the incredible support and coaching that I did, to help me navigate throughout this process.I would like to first thank my participants who volunteered their time to help me in my research.Without them this thesis would never have been possible.Dr. Elizabeth Lee, you have been a tremendous
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».