Young children\u27s written response to text

Although elementary teachers are encouraged to use reader response strategies in their work with children, many questions remain about the nature of young children\u27s response. This study is part of a year-long naturalistic exploration of second and third grade students\u27 written responses to text. Entries from children\u27s reading logs constituted the primary data source for this study. Analysis focused on two different assignments or writing tasks: Write what you remember and \u27Write what you think or feel. The children responded to four different types of texts (two per task). Task and text differences were found in children\u27s personal statements, the nature of those personal statements, and the relationship between children\u27s written statements and information from the text

Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88010/1/RRQ.39.1.4.pd

Gardening with grandparents: an early engagement with the science curriculum

In many cultures, elders are revered within the extended family as a source of wisdom gained from long experience. In Western societies, this role has been marginalised by changes in family structure, and grandparents' significant contribution to children's upbringing often goes unacknowledged. A research study with families of three- to six-year-olds in East London reveals how grandparents from a variety of cultural backgrounds passed on knowledge about growing fruit and vegetables to their grandchildren through joint gardening activities. Children learned to identify different plants, and to understand conditions and stages of plant growth. Grandparents from Bangladesh introduced children to a wide range of fruits and vegetables, and concepts were reinforced through bilingual communication. Analysis shows that these intergenerational learning encounters fostered children's scientific knowledge in ways that supported and extended curriculum work in the early years

Developing a software to determine the microcontroller specifications for fuzzy logic control applications

TEZ6161Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2006.Kaynakça (s.71-72) var.xii, 73 s. ; 29 cm.In recent years, the Fuzzy Logic Control Systems (FLCSs) have become widespread and their application areas have also extended. There are numerous softwares developed to use in design of Fuzzy Logic Control Systems. Some of them are given in previous works section. In this study, a Windows operating system based, user-friendly software to determine the optimum microcontroller specifications for Fuzzy Logic Control applications is developed. With this software the optimum microcontroller might be chosen. Regarding to performance and cost effectiveness, the best solutions might also be provided. Besides, the microcontroller selection criteria is defined and formulated after studying various applications in different fields. According to this, an algorithm, which forms the fundamentals of the software, is composed. The software, which is developed by ""Microsoft Visual Basic"" visual programming language, computes the minimum performance and capacity values for the intended application by using the parameters, which are defined by the user and display the optimum microcontroller specifications.Bulanık Mantık Kontrol Sistemleri (BMKS) kullanımı son yıllarda iyice yaygınlaşmış ve uygulama alanı da genişlemiştir. BMKS tasarım çalışmalarında kullanılmak üzere birçok yazılım geliştirilmiştir. Bu yazılımlardan bazıları önceki çalışmalar kısmında verilmektedir. Bu çalışmada, BMKS uygulamalarında kullanılacak en uygun özelliklerdeki mikrodenetleyicinin seçilmesini sağlayan, Windows tabanlı, kullanımı kolay bir yazılım geliştirilmiştir. Bu yazılım ile en uygun mikrodenetleyici seçilebilmektedir. Performans ve fiyat açısından da en uygun çözümler elde edilebilmektedir. Ayrıca farklı alanlarda örnek uygulamalar incelenerek mikrodenetleyici seçim kriterleri tanımlanmış ve formüle edilmiştir. Buna bağlı olarak geliştirilen yazılımın altyapısını teşkil eden bir algoritma oluşturulmuştur. ""Microsoft Visual Basic"" programı ile geliştirilen yazılım, kullanıcının tanımlayacağı sistem parametrelerini kullanarak, gerçekleştirilecek uygulama için yeterli olacak minimum performans ve kapasite değerlerini hesaplayarak en uygun mikrodenetleyici özelliklerini görüntüleyecektir.Bu çalışma Ç.Ü. Bilimsel Araştırma Projeleri Birimi Tarafından Desteklenmiştir. Proje No

Implementation of a Trauma-Informed Approach at One Elementary School: An Action Research Study

The purpose of this mixed method action research study was to examine the implementation of a trauma-informed approach at my elementary school, focused on staff and student perceptions of the approach, and on what appeared to work well and what emerged to not work well. Research questions included the following: How did students feel about school pre and post trauma-informed approach implementation?; What were the experiences of the trauma-informed team as they pilot a trauma-informed approach?; Does the trauma-informed team feel the approach was effective?; What are the strengths and weaknesses of the program for working with students who have experienced trauma?; and How can I use this information to assist students who have experienced trauma? The Jump Start for Success program supported 31 students with positive results in the area of improved tardiness and attendance of 67%. Student survey results were overall positive both pre and post implementation. In addition to student perceptions appearing positive, teacher perceptions highlighted four main findings. The first finding relates to the critical first step of becoming trauma-informed school and the paradigm shift of viewing students and parents through a trauma lens. Second, teacher participants indicated it was critical to take the time to build strong rapport and relationships with their students. Third, teacher participants felt creating a trauma-informed school, district, and community was a positive viable option for improving student success. Lastly, teacher participants realized the need to focus on their own wellness and emotional support

Engaging Readers and Writers in Adult Education Contexts

A comprehensive definition of literacy embraces abilities, choices, and attitudes. Literate people not only know how to read and write but also choose to do so. The definition of “engaged reader,” developed and studied at the National Reading Research Center during its five-year tenure, describes fluent, adult readers as having a desire to use literacy (motivation), skills and abilities as readers and writers (strategies), information about reading and writing and how to obtain ideas from or construct ideas using the written word (knowledge), and the ability to learn from and with others in literacy situations (social interaction). This article develops the rationale for this approach in adult education programs and describes current projects that are designed to help teachers offer students opportunities to become engaged readers and writers. Online teaching resources developed as part of these projects are highlighted