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Descriptors:
Higher Education; Academic Discourse; Literature; Feedback (Response); Academic Achievement; English (Second Language)

Abstract:
Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students' use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students' use of teacher feedback. Findings show that utility is not only a key feature for students' use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students' possibilities to use the information formatively. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle Schools; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Literature; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8," shows you that teaching the Common Core State Standards in the middle grades doesn't have to be intimidating! This easy-to-use guide meets the particular needs of middle school teachers. It provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate, easy to implement and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are equally effective for both English and content-area teachers--the plans are designed to fit seamlessly into your middle school curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; and (4) Middle school students learn how to answer text-based questions, read informational texts, conduct research, write arguments, and improve their speaking and listening skills. We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, and every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Curriculum; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Literature; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Be prepared, but don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12," shows you that teaching the Common Core State Standards in high school doesn't have to be intimidating! This easy-to-use guide meets the particular needs of high school teachers. It provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate for teens, easy to implement, and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are equally effective for both English and content-area teachers--the plans are designed to fit seamlessly into your high school curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; and (4) High school students learn how to answer text-based questions, read informational texts, conduct research, write arguments, and improve their speaking and listening skills. We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, but every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Cultural Background; National Curriculum; Foreign Countries; Democracy; Role; Literature Appreciation; Literature; Educational Experience; Interviews; Student Attitudes; Teaching Methods

Abstract:
In the current government's "Great Books" approach to the National Curriculum for English lies an apparent desire for all school students to benefit from access to a shared "cultural heritage", where compulsory knowledge of Shakespeare and other canonical writers is in itself assumed to be a transformative and democratising process. With reference to qualitative classroom-based research focusing on year 9 and 10 students' experience of Shakespeare at Key Stage 3 and Key Stage 4, this article questions that assumption. Drawing on classroom and interview data from two London comprehensive schools, it suggests that for many students it has been an experience that serves to exclude, a reproduction of existing socio-cultural differences. Ultimately, even in classrooms where teachers attempt to construct Shakespeare pedagogically as "active", the process of reading may remain a passive one, where textual meanings are ultimately almost entirely mediated by teachers, mindful of ensuring all students are afforded "access" to the text. This article argues that Shakespeare's iconic status and the authority of the text thus remain largely intact, a disabling process for some students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Foreign Countries; Translation; Humanism; Educational History; English; Books; Literature; Educational Philosophy; Dialogs (Language); Males; Audiences; Health Behavior; Individual Development; Citizen Participation

Abstract:
Michel Jeanneret's "A Feast of Words. Banquets and Table Talk in the Renaissance" (1987; English translation published in 1991) highlighted the celebration by Renaissance humanists of food and drink as catalysts of intellectual exchange. The author convincingly argued that Renaissance banquets served as a paradigm for the humanist body of ideas, and thus became an important setting for works of literature and erudition. This article investigates whether the use of banquets in humanist culture is also reflected in the didactic writings of the age. It focuses on the school dialogues of Desiderius Erasmus (1466?-1536) and Juan Luis Vives (1492/3-1540), which proved to be enormously popular and were--according to a 1582 preface--read in "well-nigh every school" in England and continental Europe. The article illustrates how Erasmus and Vives, especially when addressing an audience of young school boys, aimed to organize a controlled satisfaction of bodily appetites, stimulating the interchange of ideas, whilst avoiding gluttony and intoxication, which are as detrimental for intellectual exchange as they are for the individual's physical and spiritual well-being. The humanists' condemnation of excess was thus connected with their analysis of the human condition and their preoccupation that every child should realize his or her full potential as a human being. The key element in this was considered to be education, which trained children to rise above their animal instincts and desires, and prepared them to participate in society as responsible adults. (Contains 43 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Graduate Students; Higher Education; Video Technology; Information Technology; English (Second Language); Literature; English Instruction; Teaching Assistants

Abstract:
Videorecording analysis can help improve the teaching of college literature and other subjects. Here, I concentrate on specific analytical strategies that I have been teaching my graduate students since 1994, and I cite my students (including their graphical charts) to illustrate what important lessons they have learned through careful study of videorecordings of their teaching. These are techniques that can be employed by those involved in college teacher training in many fields. My own focus is on teaching college literature, not only because that is my own specialty, but also because videorecording analysis has been scarcely practiced in this field and therefore is in need of study--whereas ever since about 1980, there have been dozens of publications in TESOL, English Education, and many other fields that have been based on videorecordings. Even in that large body of scholarship, however, little attention has been devoted to the training of TAs and other novice college teachers--the focus of this article. (Contains 2 figures, 1 table, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teacher Researchers; Literature; Cultural Relevance; Parent Surveys; Teacher Surveys; Student Surveys; High School Students; Grade 10; Student Diversity; Self Esteem; Student Attitudes; English Curriculum; English Instruction; Discussion (Teaching Technique)

Abstract:
The action research project report was created to remedy a lack of multicultural literature within the regular level sophomore English class and to assist regular level sophomore students' connection to their reading. The teacher-researcher also examined her students' own ethnic backgrounds, cultures, religions, economic status, gender, and/or sexual orientation in order to reinforce the students' abilities to feel comfortable; like they mattered in class. A total of 82 students participated in the study between August 2012 and January 2013. The teacher-researcher believed that the students did not feel connected to what they were reading in English class and was concerned that they might feel disconnected from classmates and teachers due to the perceptions regarding their backgrounds, cultures, religions, economic status, gender, and/or sexual orientation. The teacher-researcher used three tools to document evidence: a teacher survey (n = 18), a parent survey (n = 52), and a student survey (pren = 82/postn = 81). The teacher-researcher found that in English classes, 85% of students did not feel judged by peers during English while 75% did not feel judged by peers in other classes. Students felt judged by all of their teachers based on their ethnic backgrounds, race, culture, gender, or, religious beliefs, gender, or sexual orientation, students feel judged about the same by all teachers. Students felt that teachers did not take the time to get to know them on a more individual basis (n = 53, 68%). Lastly, students wanted to be recognized by their gender, ethnic backgrounds, and cultural backgrounds by their teachers. The interventions and strategies were created by more pieces of literature into the curriculum ("By Any Other Name," "Miss Rosie," ("Lamb to the Slaughter," "Ex-Basketball Player," "Sierra Leone," "A Long Way Gone," and "Gangsta Girl."); changing the emphasis on pieces that were already in the curriculum "The Pedestrian," "Twelve Angry Men," and "Inherit the Wind"; adding videos and clips from MTV or YouTube ("A Thin Line"--dealt with sexting as an issue, "A Student, a School and a Case That Made History: Bullied"--a video that discussed bullying connected to sexual orientation, "Hotel Rwanda"--about genocide, "Diamonds from Sierra Leone"-music video by Kanye West); and creating new worksheets/graphic organizers connected to the literature. The researcher also created journal reflections, blog topics (which was an addition to the curriculum), created a new research speech, created a new speech connect with "A Long Way Gone"; small group activities, role playing, and large group discussion. Connected to all of the above, key topics about diversity were stressed. Based on the post data survey completed by the students of the teacher-researcher, more students in the class felt that the teacher-researcher recognized them as being more than just students. The students enjoyed and appreciated the multicultural literature that was incorporated in the class and gained confidence when working in small groups and when it came to voicing their own opinions. Ultimately, the conclusion drawn by the teacher-researcher was the inclusion of more multicultural literature along with more discussion about diversity allows students to feel more connected to what they were reading, to each other, and to the teacher-researcher. The following are appended: (1) Teacher Survey; (2) Parent Survey; (3) Pre-Student Survey; (4) Post-Student Survey; (5) Student Reflection #1--Advertisements; (6) Diversity Quotes; (7) Blog #1--Quote Reflection; (8) Student Reflection #2--"The Ray Bradbury Hour": "The Pedestrian"; (9) Name Speech; (10) Judicial Questionnaire; (11) Peer Pressure; (12) Blog #2--"Twelve Angry Men"; (13) Issues in Music; (14) Bullying Facts and Myths; (15) How Safe is Your School; (16) Bullying Scenes; (17) Rachel's Character; (18) Sierra Leone Response; and (19) "A Long Way Gone" Speech. (Contains 15 tables and 44 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Literacy; Critical Theory; Teacher Education; Teacher Attitudes; Cultural Pluralism; Literature; Graduate Study; Educational Needs; Student Needs; Educational Change; Case Studies; Qualitative Research; Phenomenology; Controversial Issues (Course Content); Social Justice; Self Evaluation (Individuals); Teacher Empowerment

Abstract:
Building on Ball's (2009) model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as "connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students" (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Heterogeneous Grouping; Middle School Teachers; Cooperative Learning; Literature; Language Arts; Grade 8; Middle School Students; Reading; Evaluation; Friendship; Teaching Methods

Abstract:
This article describes one middle school teacher's use of literature circles using heterogeneous grouping. It begins with a brief rationale for using literature circles in the language arts classroom. Next, it describes techniques to form literature circles. Then, it shares how to build and establish a supportive environment within each group. It ends with ways teachers can monitor groups and offers suggestions to formally and informally assess group and individual learning. Its goal is to help middle school teachers implement group work in order to build a classroom community of lifelong readers. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Interdisciplinary Approach; Visual Perception; Course Content; Cues; Correlation; Literature; Artists; Novels; Authors; Painting (Visual Arts); Comparative Analysis

Abstract:
Reading and teaching "Don Quijote" present multiple challenges to twenty-first century students and instructors who are culturally and historically distanced from the seventeenth century. With "Las Meninas" serving as a visual lexicon for cuing correlative themes and events in "Don Quijote", the instructor, through an ekphrastic, interdisciplinary approach, can help students gain intellectual access to Cervantes's text by showing how one art form elucidates another. Furthermore, focusing on the fractured perspectives characteristic of both the painting and the novel reveals how artist and author point to an extra-pictorial reality beyond immediate sense perception, one that calls into question the accuracy of visual perception itself. (Contains 19 notes and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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