The Motivation to Write Profile-College: A Tool to Assess the Writing Motivation of Teacher Candidates

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The Motivation to Write Profile-College (MWP-C) was designed and validated to assess the writing motivation of teacher candidates. The profile can inform the important conversations necessary to ensure that teacher candidates are fully prepared to teach writing as motivated writers themselves

Taking the lead: learners’ experiences across the disciplines

The first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning

What is the impact of blogging used with self-monitoring strategies for adolescents who struggle with writing?

Plan B Paper. 2012. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 28 leaves. Includes bibliographical references (leaves 25-26).Writing is an onerous task for those who struggle with the skill. The basic prerequisites of organizing thoughts, transcribing thoughts into words, and writing down those words is fundamental to the more advanced skills of developing a sense of audience, writing with voice and applying conventions. Without proficient skills, students who cannot write, do not write. Positive attitude toward the process of writing suffers. Time spent on actual writing is limited. As a consequence, writing skill does not develop. Students who struggle with writing can be supported in their skill development through self-monitoring strategies. Self-monitoring strategies for writing give students a systematic process to know how to approach a writing task. The clear step-by-step process breaks down difficult skills and allows students to build proficiency through guided practice and eventually, independence. This action research project explored the impact of using self-monitoring strategies with the 21st century skill of blogging within a Writer's Workshop instructional model. Sixteen students (eleven males, five females) in grades 6-8th participated in a twelve week study. Target writing skills of fluency, stamina, motivation, awareness of audience and participation in peer review were measured for changes over the course of the study. Students were instructed in the use of self-monitoring strategies focusing on increasing word counts in correct word sequence timings, on-command prompt passages, and formal writing process pieces. Blogging was introduced and used to apply target skills to a digital writing setting. Each student learned self monitoring strategies to compose posts in personal blogs and to read and comment on other students' blogs. Pre-and post-writing attitude survey, correct word sequence timings and writing samples were taken throughout the study to assess each students' skill level and attitude toward writing. The group showed average gains of 34% in correct word sequence and 66% in word counts of process writing pieces. Qualitative data and quantitative data demonstrate that writing skills and attitudes toward writing also showed positive development when self-monitoring strategies were used to support the writing tasks of blogging in a Writer's Workshop model

Differentiation in the foreign language classroom : including students with disabilities in secondary foreign language classes

textForeign language teachers are not generally given information about how to work with students with disabilities. However, it is important for these students to have access to FL classes, both for the cognitive benefits that they offer and for path to higher education. This report offers my reflections on how to differentiate instruction in foreign language reading and writing to students with disabilities as well as typically developing students. I believe that both groups will benefit from the practices I describe here.Foreign Language Educatio

Learning intentions and success criteria: learners' and teachers' views

It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL strategies, but perhaps less into the way that the use of LIs and SC are actually perceived by teachers and their pupils. The purpose of the research described in this paper was to investigate teachers’ and pupils’ perceptions of AfL strategies, focusing specifically on LIs and SC within lessons. Findings showed that while both cohorts agreed on the usefulness of LIs and SC, in practice they were rarely discussed in class. Teachers displayed a variety of understandings regarding their purpose, and some learners, while appreciating their value for revision purposes, also expressed frustration at the tokenistic way in which they were implemented. The results of this study could be helpful in informing the wider education community about how LIs and SC are viewed by teachers and learners with a view to ensure understandings are consistent with research and policy through focused professional development courses