Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study

Campbell, Yvonne; Filimon, Claudia

doi:10.1080/19404476.2017.1402408

Cited by 20 publications

(21 citation statements)

References 19 publications

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“…If the instruction students receive in the middle grades is poor, they are less likely to be successful in later years (Graham & Perin, 2007). Therefore, middle grades' teachers should feel confident in their ability to teach specific content to students (Campbell & Filimon, 2018;Howell et al, 2016). If middle grades' teachers do not feel confident in their abilities to teach writing, they will provide less efficacious instruction to middle grades' students, thereby perpetuating negative attitudes toward writing and not improving students' skills.…”

Section: Resultsmentioning

confidence: 99%

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

2019

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After third grade, students' motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.

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Section: Resultsmentioning

confidence: 99%

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

2019

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“…The current MST program was informed by critical realism and action research principles, placing significant importance on the researcher's prolonged immersion in the intervention setting to allow for an enriched assessment of athletes' needs and interests, the MENTAL SKILLS TRAINING FOR YOUTH ATHLETES 27 development of rapport, and an in-depth understanding of the environment in which athletes were embedded (McNiff, 2013;Pawson & Tilley, 1997). Although action research is widely used in education-and health-related fields (e.g., Campbell & Filimon, 2018;Lenthall et al, 2018) and experts have outlined the value of researchers' prolonged immersion in intervention settings (e.g., Henriksen et al, 2014;Visek et al, 2009), research investigating youth athletes' psychological development has been much slower to implement its guiding principles. A common reason for the lack of researchers' prolonged immersion appears to be the limited time they are afforded in these settings prior to the implementation of MST programs (Harwood & Steptoe, 2013).…”

Section: Discussionmentioning

confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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Informed by athletes' psychological needs, the current qualitative study developed, implemented, and evaluated a 15-month mental skills training (MST) program for elite youth athletes. The MST was divided into three phases that included a nine-month pre-intervention, a two-month intervention, and a four-month evaluation phase. The intervention consisted of three interactive workshops which were delivered to 11 competitive British youth tennis players (aged 8 to 15 years) and their coach (age = 34). The intervention was informed by data that was collected throughout a nine-month pre-intervention phase including longitudinal observations, field notes, and semi-structured interviews. The intervention was evaluated over a four-month period through observations, field notes, athlete-workshop data, and a semi-structured interview with the coach. Results reinforced the value of the longitudinal pre-intervention phase by highlighting that the establishment of rapport between the researcher and athletes enhanced the meaningfulness and content of the MST program. Additionally, an increase in athletes' use and regulation of PSCs was identified as a result of athletes' improved understanding of psychological skills (i.e., self-talk, imagery, performance routines) and characteristics (i.e., focus, emotional control) (PSCs). Finally, the MST program fostered a shared subject specific language between athletes and their coach, enhancing the openness and frequency with which PSCs were talked about. Practical guidelines for future sport psychology interventions with youth athletes and their coaches are provided. Lay Summary: A 15-month mental skills training program was conducted with youth tennis players to enhance their ability to regulate their focus and emotional control. Practical guidelines for future interventions with youth athletes and their coaches are provided.

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“…Since our study has supported argumentative writing in comparative teaching, it can also be a basis for promoting English writing competence. There are many studies that demonstrate the contribution of argument to the development of English writing competence (Campbell & Filimon, 2018;Zainuddin & Rafik-Galea, 2016;Awada, Burston & Ghannage, (2019).…”

Section: Resultsmentioning

confidence: 99%

“…Some of these studies have put emphasis only on language teaching. For instance, Campbell and Filimon (2018) concluded that strategy-based teaching of writing supports the development of standard English and improves writing skills. Similarly, Zainuddin and Rafik-Galea (2016) stated that argumentative writing is a challenging area for language students but also for language students and for the majority of all native English teachers, as it requires critical thinking logical reasoning.…”

Section: Toulmin's Theory and English Language Educationmentioning

confidence: 99%

“…In the present study, prospective English language teachers were involved. In the field of language education there are numerous studies on the contribution of written argumentative skills to second language learning (Campbell & Filimon, 2018;Awada, Burston & Ghannage, 2019;Quin, 2013) and on the contribution of writing argumentative texts in a second language to critical thinking and collaborative work (Soodmand Afshar, Movassagh & Arbabi, 2017;Zainuddin & Rafik-Galea, 2016). Since having a good command of English is a basic quality that prospective teachers should have to be able to teach it, the ability to think through arguments can enhance teacher education concerning this component.…”

Section: Introductionmentioning

confidence: 99%

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Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Dolapçıoğlu

Koşar

2022

Int. J. of Cont. Edu. Res.

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This study was conducted to examine contribution of producing argument in comparative education topics to the preservice teachers’ process of constructing knowledge. Toulmin's Argument Pattern (TAP) was followed. This article is different as it is a synthesis of comparative education research interests and argumentation topics. In addition, it offers a learning way in comparative education for teacher education. The study was carried out with 22 senior university students studying at the department of English Language Teaching during 2018-2019 academic year. The data were collected via observation records and written documents of four preservice teachers who had opposite claims, selected among those students. As a conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments for the topics of comparative education. The study also included implications on thinking through argument.

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Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study

Cited by 20 publications

References 19 publications

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

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