Common Planning Process of Middle School English Language Arts Teachers

Lawrence, Salika A.; Jefferson, Tiffany

doi:10.1080/00940771.2015.11461916

Cited by 2 publications

(1 citation statement)

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“…Bolter 1998;DiPardo and Freedman 1988;Godwin-Jones 2005;Kuiper, Volman, and Terwel 2009;Palincsar, Anderson, and David 1993). Such interactions provide a particular picture of collaboration that enables members to achieve shared learning goals related to school literacies that may otherwise be inaccessible should students work independently (Cole 2014;Lawrence and Jefferson 2015;Wilson, McNeill, and Gillon 2015). Peer mediated instruction significantly increases language and literacy learning among emerging bilingual students (Cole 2014).…”

Section: The Importance Of Collaborative Readingmentioning

confidence: 99%

Interactive whiteboard (IWB) use during student collaborative reading practices: A year-long comparison of instructional approaches

2019

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The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has been met with questions regarding how teachers use such technologies to facilitate student learning. We analyzed recorded observations of 21 ELA middle school teachers over a single academic year as they developed knowledge about and competence with a structured reading programme, Collaborative Strategic Reading (CSR, Klingner, J. K., S. Vaughn, A. Boardman, and E. Swanson. 2012. Now we get it!: Boosting Comprehension with Collaborative Strategic Reading. Hoboken, NJ: John Wiley & Sons) while simultaneously learning IWB technologies. Findings suggest a) the importance of using explicit instructional prompts for facilitating student collaboration and b) the need for adequate time for teachers to gradually incorporate technology into classroom practices over the academic year.

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