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Teachers’ text use in middle school content-area classrooms
Reading and Writing ( IF 2.795 ) Pub Date : 2021-06-19 , DOI: 10.1007/s11145-021-10177-y
Christy S. Murray , Elizabeth A. Stevens , Sharon Vaughn

Literacy standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common core state standards: English language arts standards, 2010) and best practices from Institute of Education Sciences practice guides (e.g., Baker et al. in Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012), National Center for Education Evaluation and Regional Assistance, 2014; Kamil et al. in Improving adolescent literacy: effective classroom and intervention practices (NCEE 2008-4027), National Center for Education Evaluation and Regional Assistance, 2008) encourage content-area teachers to use text reading to improve vocabulary and comprehension for middle grade students. Despite these strong research recommendations and various literacy initiatives, previous research studies have found a persistent pattern of limited text use (i.e., reading and learning from text) in content-area classrooms, thus limiting students’ opportunities to develop advanced literacy skills. This study extends the research base on text use in middle school by presenting findings of a questionnaire administered to 124 middle school teachers and offering insights on how text is typically used in English language arts, science, and social studies classes. Teachers responded to questions about the duration and frequency of text use, as well as reading formats, reading materials (including textbooks), and challenges to utilizing text reading more often. Findings suggest that while most teachers indicated a desire to increase the amount of reading in their classes, they cited challenges such as students’ difficulty with reading and a preference for using other types of teaching activities. Teachers also cited the need for higher-quality texts, and science and social studies teachers, in particular, reported dissatisfaction with and limited use of textbooks. Implications for practice include providing professional development focused on selecting appropriate texts for instruction, using text reading routines that enhance purposeful learning, and integrating reading practices into existing instructional delivery practices.



中文翻译:

中学内容区课堂教师课文使用

扫盲标准(全国州长协会最佳实践中心和州共同核心学校官员委员会:英语语言艺术标准,2010 年)和教育科学研究所实践指南中的最佳实践(例如,Baker 等人在教学学术中小学英语学习者的内容和素养 (NCEE 2014-4012),国家教育评估和区域援助中心,2014 年;Kamil 等人在提高青少年识字率:有效课堂和干预实践 (NCEE 2008-4027) 中,国家教育评估和区域援助中心,2008)鼓励内容领域教师使用文本阅读来提高中年级学生的词汇量和理解能力。尽管有这些强有力的研究建议和各种扫盲倡议,先前的研究发现,在内容区域课堂中存在一种持续有限的文本使用模式(即阅读和从文本中学习),从而限制了学生发展高级读写技能的机会。本研究展示了对 124 名中学教师进行问卷调查的结果,并提供了有关英语语言艺术、科学和社会研究课程中通常如何使用文本的见解,从而扩展了中学文本使用的研究基础。教师回答了有关文本使用的持续时间和频率、阅读格式、阅读材料(包括教科书)以及更频繁地使用文本阅读的挑战等问题。调查结果表明,虽然大多数教师表示希望增加课堂阅读量,他们列举了一些挑战,例如学生阅读困难和偏爱使用其他类型的教学活动。教师们还提到需要更高质量的课本,特别是科学和社会研究教师报告说对课本的使用不满意且使用有限。对实践的影响包括提供专注于选择合适的教学文本的专业发展,使用文本阅读程序来增强有目的的学习,以及将阅读实践整合到现有的教学实践中。

更新日期:2021-06-19
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