Uncovering interactive book reading processes in first and second grade : a closer look into children’s input and interaction patterns

Being proficiently literate is essential to participate successfully in today’s information society. Interactive book reading (IBR) has been proven to be one of the most enduring and effective methods to foster children’s language and literacy development. Both the frequency and the quality of children’s contributions during IBR-activities are expected to be strongly related to language and literacy development (e.g. Dickinson & Tabors, 2001). Nevertheless, analysis of the available empirical literature on IBR reveals that the microstructure of this stimulating literacy activity was almost exclusively studied from the perspective of the adult’s input (e.g. Gonzales et al., 2014). Children’s input and adult/child interaction patterns during IBR remain underexplored. Therefore, this study aims at disclosing both adult/child and peer interactions during IBR for first and second graders. 600 minutes of video-taped IBR-activity were divided in utterances as unit of analyses and coded using a theory-driven integrated coding-scheme focusing on the core components of IBR (e.g. Mol et al., 2009; van Kleeck et al., 1997): (a) asking questions, (b) hinting, (c) expounding vocabulary, (d) explaining content, (e) illustrating images, (f) linking experiences, (g) indicating book conventions, and (h) clarifying print knowledge. 20% of the utterances were double coded by two independent trained coders resulting in a good overall agreement (κ=.84, p <.00). The presentation will report on analyses regarding the core components of IBR, whereby interaction patterns between adults and children and between children reciprocally are uncovered. Implications for teaching practice and further research optimizing IBR will be discussed

Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation

In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice

Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

It is important to reveal strategies which foster students’ reading motivation in order to break through the declining trend in reading motivation throughout children’s educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent in promoting fifth-grade students’ volitional or autonomous reading motivation through multiple case study analysis. Data on these excellent teachers were gathered from multiple sources (interviews with teachers, SEN coordinators, and school leaders; classroom observations; teacher and student questionnaires) and analysed. The results point to the teaching dimensions of autonomy support, structure, and involvement – as indicated by self-determination theory – as well as to reading aloud as critical strategies to promote students’ autonomous reading motivation in the classroom. A school culture supporting students’ and teachers’ interest in reading is also an essential part of reading promotion. The theoretical and practical significance of the study is discussed

Design principles for professionalizing primary school teachers on promoting reading motivation

Studies show that teachers’ continuing professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include clear and detailed descriptions of the design principles underlying the programs. Therefore, the present study provides a comprehensive description and operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students’ reading motivation combining Desimone’s (2009) framework for effective professional development with Self-Determination Theory (Ryan & Deci, 2000). Consequently, the CPD program’s core features as distinguished by Desimone (i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy, competence and relatedness as put central in SDT are analytically described and elaborated on. In view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention. information

Tracing spontaneous spatial text-learning strategies in late elementary education : comparing trace data, digital writing pen data and eye tracking data.

C

Beter leren schrijven? Directe instructie en samenwerkend schrijven als twee krachtige vormen van instructie

A