Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing

The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible.     

Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students

This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N = 8) and one middle school classroom (N = 8) for a total of 21 days. A comparison of pre- and posttest scores on both writing and reading measures evidenced that students made significant gains with use of genre-specific traits, use of contextual language, editing/revising skills, and word identification. Students showed neither gains nor losses with conventions and total word count. In addition, a one-way multiple analysis of variance was used to detect any school-level effects. Elementary students made significantly greater gains with respect to conventions and word identification, and middle school students made significantly greater gains with editing and revising tasks.     

Written language of deaf and hard-of-hearing students in public schools

We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss.     

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance.     

地方性高校“英语写作互动式教学模式”的构建

本文回顾了社会建构主义模式和写作的认知理论、社会语用理论,运用相关理论尝试在英语写作教学中构建互动式教学模式。本文不仅讨论课堂互动,而且关注备课及评价环节,形成具有操作性的教学流程,开展有效的写作教学。本研究对英语写作教学具有积极的启示意义。     

王阳明对孟子“性本善”观念的继承与发展

借助概念分析方法,讨论了王阳明对孟子的继承与发展;孟子的"性本善"思想是对孔子的"仁"的一种阐释,而王阳明对"良知"的解说又是对孟子的这一观念的继承和发展。     

Features of an interactive writing discourse: conversational involvement, conventional knowledge, and internalization in "Morning Message"

This study describes how meaning potentials were constructed in the literacy event known as Morning Message. Morning Message provided teachers and students with opportunities to construct a written text around the experiences of one student. This discourse of writing allowed for the examination of how meaning was orchestrated and scaffolded between the teacher and her students. Three findings are discussed, including the function of a series of conversational involvement moves utilized by the teacher, the specific writing conventions and metamessages afforded in the Morning Message dialogue, and an examination of how the social dialogues of Morning Message may have come to guide independent action as internalized processes on several transfer measures.     

追逐"朝阳"--桂林历史文化旅游30年回眸

桂林历史起源早,文化开发早,文化密集,文化质量高,在中国的南疆撑起了一个国务院首批国家历史文化名城。在中国从政治转向经济建设的现代社会的发展中,桂林以山水的名望赢得了旅游业的辉煌,形成了桂林人对旅游业发展思想认识的基础。桂林发展旅游业,从山水风光旅游到对城市历史文化资源形成旅游产业化认识,经历了一个逐渐明晰的过程。全面总结桂林30年进行历史文化旅游项目开发与建设的经验教训,构筑与桂林历史文化名城相称的桂林历史文化旅游体系,迎接新世纪桂林旅游业全面发展高潮的到来。     

Richey,Rita C ed (2013) Encyclopedia of terminology for educational communications and technology Springer (Berlin) isbn 978‐1‐4614‐6572‐0 xxxii+338 pp £117 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐1‐4614‐6572‐0

This collection of explanations of terms across the field of educational communications and technology offers scholars and practitioners a comprehensive and coherent overview of the domain. It presents short key educational discussions, annotated explanations, and avenues to further scholarly works. I recommend borrowing the book, and for educational leaders, it could fruitfully feature as a useful reference text in their personal libraries. Nancy El‐Farargy