Making Room for the Middle Grades: High-Stakes Teaching in an Era of High-Stakes Testing

Casey, Heather

doi:10.3776/joci.2007.v1n1p14-30

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…Sharon has been teaching language arts for 34 years in an inner-city school and is increasingly frustrated by her middle school students' lack of interest in literacy events. Sharon confirms what research suggests: Untangling the struggling adolescent learners' frustrations with reading and writing is a complex process of understanding ability, considering engagement, and providing access to appropriate materials (Biancarosa & Snow, 2004;Blum, Lipsett, & Yocom, 2002;Casey, 2007;Long & Gove, 2003.…”

Section: Situating the Struggling Middle School Studentmentioning

confidence: 52%

“…As research predicts, students are engaged because they have the opportunity to make choices about their reading and their participation while sharing responsibility for learning with their peers and their teachers (Casey, 2007;Guthrie, 2004;McKool, 2007). Research described engaged readers as those who (a) are motivated by the material, (b) use multiple strategies to ensure comprehension, (c) are able to construct new knowledge as a result of the interaction with the text, and (d) draw on social interactions to mediate these literate processes (Guthrie, McGough, Bennett, & Rice, 1996).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

Casey

2008

J Adolescent & Adult Lit

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This article describes a seventh grade teacher's use of learning clubs to motivate struggling students to engage in literacy events and foster literacy development. The data suggests the evolution of these learning clubs in this teacher's classroom is organic, emerging in response to the unique literacy needs of the students in this urban setting. This teacher motivates the struggling students in this heterogeneous class towards success by balancing a strong awareness of content, context, discourse, and pedagogy. The findings suggest learning clubs offer a useful framework for supporting adolescents who struggle with literacy and offers potential for work with all students across the content areas. تصف هذه المقالة استخدام معلم الصف السابع نوادي تعلمية كي يدفع الطلاب المواجهين صعوبات للدخول في أحداث أدبية وبناء تنمية معرفة القراءة والكتابة. وتقترح المعطيات أن تطور هذه النوادي التعليمية في غرفة صف المعلم شيء عضوي ينبثق كرد فعل لحاجات معرفة القراءة والكتابة الفريدتين للطلاب في الوضع المديني. ويدفع هذا المعلم الطلبة المواجهين صعوبات في هذا الصف المتغاير الخواص نحو النجاح بواسطة إحقاق التوازن في وعي قوي للمحتوى والسياق والخطاب وعلم الأصول التربوية والتعليم. وتلمح النتائج لأن النوادي التعليمية تقدم إطاراً فعالاً لدعم المراهقين الذين يواجهون صعوبات في معرفة القراءة والكتابة وتقدم احتمالية العمل مع جميع الطلاب عبر مجالات المحتوى. 本文描述一位七年级的教师所采用的学习会社，以鼓励对读写学习有困难的学生投入读写学习活动和促进其读写能力发展。研究资料显示，这些学习会社在这教师课堂里产生有机的演变发展，其萌生是学生对这城市独特的读写能力需要的回应。这位教师均衡地增强对阅读的内容、语境、话语及教学法的意识，鼓励在这读写能力参差的班中有读写困难的学生迈向成功之路。这研究的结果显示，学习会社可为教师提供一个有用的框架，以支持有读写困难的青少年；这框架亦可以为在学习各学科内容的所有学生提供读写能力发展的帮助。 Cet article décrit l'utilisation des clubs d'apprentissage par un professeur de septième année afin de motiver les élèves en difficulté à s'investir dans des événements de littératie et de renforcer le développement de la littératie. Les résultats suggèrent que l'évolution de ces clubs d'apprentissage dans la classe de ce professeur est fondamentale, et se produit en réponse aux besoins spécifiques en littératie des élèves dans ce contexte urbain. Cet enseignant motive les lecteurs en difficulté de cette classe hétérogène vers la réussite en trouvant un équilibre entre une forte conscience du contenu, du contexte, du discours, et la pédagogie. Les résultats suggèrent que les clubs d'apprentissage constituent une structure utile pour soutenir des adolescents qui ont des difficultés avec la littératie et qu'elle a le potentiel nécessaire permettant de travailler avec tous les élèves dans les diverses disciplines. В статье описывается, как учитель, работающий с семиклассниками, использует учебные клубы, чтобы мотивировать слабо успевающих учеников к участию в различных мероприятиях, связанных с развитием грамотности. Собранные данные подсказывают, что для этого учителя клубная работа органична и отвечает индивидуальным потребностям каждого ученика в этой городской школе. (В городских школах учатся, в основном, дети из малообеспеченных семей. – Прим. пер.) Учитель хорошо понимает содержание материала и социальный контекст, в котором учатся эти дети, умело сочетает ра...

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Section: Situating the Struggling Middle School Studentmentioning

confidence: 52%

Section: Conceptual Frameworkmentioning

confidence: 99%

Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

Casey

2008

J Adolescent & Adult Lit

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“…Figure 2 STAAR Reading Performance Level Descriptors-Grade 5 Reading LITERATURE REVIEW Casey (2007) stated "middle school is not just an extension of elementary or a miniature high school but rather a unique system to be studied" (pp. 15-16).…”

Section: Significance Of the Studymentioning

confidence: 99%

English and Reading Teachers' Pedagogical Successes and Challenges during the COVID-19 Pandemic

Goodwin

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This qualitative descriptive case study examines the pedagogical teaching and instructional practices of fifth, sixth and eighth grade Texas public school English/reading teachers. This study shares the description of each teachers' English and Reading pedagogy, instructional practices, and their successes and/or challenges prior to and during the pandemic. The participants of the study were from two different school districts in Texas. The study utilized surveys and semi-structured interviews as sources of data that revealed reading pedagogy and a self-assessment of reading pedagogy practices prior to and during the COVID-19 pandemic. Three conclusive themes emerged after analysis of the data: importance of social emotional wellness of students, teaching and learning became a one size fits all approach, and varied levels of student engagement. Recommendations from this study for educational practitioners include a need to value the importance of the teacher-student relationship and the powerful role it plays in each student's emotional wellness and learning. Practitioners will need to reflect on what the COVID-19 pandemic taught the educational system about digital platforms and learning. Practitioners in the field should consider how the lingering effects of the COVID-19 pandemic will impact instructional design, teaching, content pedagogy, student academic gaps and academic progress or lack thereof for years to come. Implications for future research include more descriptive reading pedagogy studies that replicate this study and are inclusive of a larger sampling population of teachers, inclusive of students' and parents' experiences throughout more districts in the state of Texas post the COVID-19 pandemic.

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Making Room for the Middle Grades: High-Stakes Teaching in an Era of High-Stakes Testing

Cited by 2 publications

References 12 publications

Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

English and Reading Teachers' Pedagogical Successes and Challenges during the COVID-19 Pandemic

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