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55. A Microgenetic Analysis of Classroom Discussion Practices: How Literacy Processes Intermingle in the Negotiation of Meaning in an Online Discussion

Author

Vogler, Jane S., Schallert, Diane L., and Park, Yangjoo

Abstract

Unlike previous research on computer-mediated discussions that has focused analysis on the final conversation as a completed product, this study was focused on the process by which the conversation was created. Using screen-capturing software, the on-screen actions of the nine participants in an online classroom discussion were recorded and analyzed for evidence of reading, writing, and thinking processes. Retrospective interviews were conducted with three of the student participants for additional insights into these processes. A triangulation of data sources revealed participants engaged in at least three distinct patterns of reading, writing, and thinking, with some participants fluidly moving between these patterns throughout the conversation. The three patterns were described as follows: (a) a methodical reading of most messages, and composing of responses occurring as the reader/writer thinks of it; (b) a coordination of reading, thinking, and writing, with careful revisiting of messages already read and deliberate crafting of responses; and (c) a complex orchestration of processes, with several reading resources consulted in addition to the conversation's unfolding messages as well as composing processes that were interleaved with thinking and reading. This study provides clear evidence that the experiences of individuals in the same online conversation can vary considerably even as they contribute to a co-constructed publicly shared conversation.

Published
2013
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56. Effective Teaching in an Age of Accountability: Mapping the Views of College Students and Instructors

Author

Yoo, Julia H., Schallert, Diane L., and Svinicki, Marilla D.

Abstract

The authors captured students' and instructors' views of teaching effectiveness at the postsecondary level in two ways: open-ended questions delivered online to 500 students and one-on-one interviews with 15 instructors. A grounded theory approach suggested that effective teaching involves good communication aimed at helping students understand course concepts, strategies that engage students in learning, and a close monitoring of whether students are understanding, what they termed "metacognitive teaching." Students and instructors differed in their views of the outcomes of effective teaching, with students expecting good grades and instructors emphasizing critical thinking.

Published
2013

57. Expressing Uncertainty in Computer-Mediated Discourse: Language as a Marker of Intellectual Work

Author

Jordan, Michelle E., Schallert, Diane L., Park, Yangjoo, Lee, SoonAh, Chiang, Yueh-hui Vanessa, Cheng, An-Chih Janne, Song, Kwangok, Chu, Hsiang-Ning Rebecca, Kim, Taehee, and Lee, Haekyung

Abstract

Learning and dialogue may naturally engender feelings and expressions of uncertainty for a variety of reasons and purposes. Yet, little research has examined how patterns of linguistic uncertainty are enacted and changed over time as students reciprocally influence one another and the dialogical system they are creating. This study describes the occurrence of uncertainty expressions of graduate students collaborating in computer-mediated discussions to negotiate and construct understandings of new concepts from course readings. We report on how often uncertainty was expressed in online synchronous and asynchronous discussions and the characteristics of its expression. We also explore the antecedents and consequences of such expression. Findings indicate that students expressed uncertainty often and in many ways and that such expression seemed to be integrated in a dynamic system of influences on the conversation. We conclude that the ability to deal with and express uncertainty appropriately is an important skill in online academic contexts that may be related to the intellectual work of students in the process of appropriating the discourse of their academic disciplines as they make meaning of scholarly texts. (Contains 2 tables and 2 figures.)

Published
2012
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58. Building Caring Relationships between a Teacher and Students in a Teacher Preparation Program Word-by-Word, Moment-by-Moment

Author

Kim, Minseong and Schallert, Diane L.

Abstract

Our purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity. Describing the development of caring relationships between three students and their teacher, we showed that caring could not be considered a one-way characteristic of what teachers do and are, but rather that it depended on students' reciprocal responses. Findings indicated that the trajectories of caring relationships developed differently, each influenced by differences in entering expectations, critical events, and a negotiation of what the relationship meant.

Published
2011
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59. An Integrative Cultural View of Achievement Motivation: Parental and Classroom Predictors of Children's Goal Orientations when Learning Mathematics in Korea

Author

Kim, Jung-In, Schallert, Diane L., and Kim, Myoungsook

Abstract

Our goal was to identify how students' perceptions of their parents shape the kind and degree of motivational goal orientations that they adopt in their mathematics classroom, broadening the application of achievement goal orientation theory and self-determination theory to students in Korea. Two groups of students participated, one from a middle school located in a large metropolitan area and the other from a small city high school. Multisample path analysis of data from both groups revealed that Korean students' different goal orientations were predicted by their perceptions of parental goals and motivating styles and by their perceptions of classroom goal structures, mediated by different types of self-regulated motivations. Particularly interesting was the finding that Korean students' degree of mastery goal adoption was associated mostly with identified regulation, not with intrinsic motivation, and predicted by their perceptions of their parents' motivating styles, both autonomy supportive and controlling, in addition to perceptions of parents' mastery goals. Perceptions of classroom goals were stronger predictors of students' own goals than were perceptions of parents' goals and motivating styles. We offer an integration of self-determination theory and achievement goal theory. (Contains 5 figures and 2 tables.)

Published
2010
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61. Being Polite while Fulfilling Different Discourse Functions in Online Classroom Discussions

Author

Schallert, Diane L., Chiang, Yueh-hui Vanessa, and Park, Yangjoo

Abstract

Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by members of a graduate course were analyzed for the kind of discourse functions and the kind of politeness strategies they displayed. Results indicated that synchronous CMD afforded more information seeking, information providing, and social comments than asynchronous CMD. Asynchronous discussions were slightly more likely to allow for such functions as discussion generating, experience sharing, idea explanation, and self-evaluation functions than synchronous discussions. Proportionately the two modes were similar in how politeness was expressed. Finally, in relating politeness and function, we found more politeness indicators when students were posting messages with such functions as positive evaluation and group conversation management, functions that carried the potential for face threat, and the least politeness associated with messages serving the function of experience sharing. (Contains 6 tables and 1 figure.)

Published
2009
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62. What Is Learning Anyway? A Topographical Perspective Considered

Author

Alexander, Patricia A., Schallert, Diane L., and Reynolds, Ralph E.

Abstract

The overarching purpose of this treatise was to develop a means by which to describe and evaluate existing perspectives on learning and to guide future explorations in this domain. Specifically, using the metaphor of a river system, we advance a framework into which theoretical perspectives and empirical investigations of learning can be positioned. We began by articulating nine principles of learning shared by diverse theoretical orientations. The primary focus of our analysis was a framework with four dimensions of learning (i.e., the "what," "where," "who," and "when") in continual interaction constituting the products and processes of learning. Based on these common principles and the interactive dimensions, we offered a definition of learning. Finally, we used three cases drawn from real-life experiences, and representing different configurations of the "what," "where," "who," and "when" dimensions, to illuminate the comprehensiveness and utility of the topographical perspective on learning forwarded. (Contains 2 figures.)

Published
2009
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63. An Atlas Has More than One Map: A Reply to Our Commentators

Author

Reynolds, Ralph E., Schallert, Diane L., and Alexander, Patricia A.

Abstract

In this response, we acknowledge the central concerns of the commentators to our article on learning's topography. We respond to those concerns on the basis of the multiplicity of views about learning that reside within the learning terrain we outlined in Alexander, Schallert, and Reynolds (2009/this issue).

Published
2009
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64. Implications from Self-Efficacy and Attribution Theories for an Understanding of Undergraduates' Motivation in a Foreign Language Course

Author

Hsieh, Pei-Hsuan Peggy and Schallert, Diane L.

Abstract

Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions. (Contains 1 figure and 8 tables.)

Published
2008
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65. Meeting in the Margins: Effects of the Teacher-Student Relationship on Revision Processes of EFL College Students Taking a Composition Course

Author

Lee, Given and Schallert, Diane L.

Abstract

Using a case study approach, we explored the role of the teacher-student relationship in how a teacher made written comments on students' writing and in how students responded to these comments in revision. The focal participants were one non-native teacher of English and two of the students enrolled in her six-week composition course in a Korean university. Data sources included formal, informal, and text-based interviews, class observations, and writing samples with teacher written comments. Data analysis focused on the comments the teacher made on the students' drafts and on how and why the students did or did not use her written comments. Findings showed that one student who had built a trusting relationship with his teacher faithfully used her written feedback in revision, thereby improving his drafts, whereas the other student who had difficulty trusting her did not respond to her feedback positively. Consequently, his drafts did not improve as much as those of other students. We argue that establishing a trusting relationship between teacher and students may be fundamental to the effective use of feedback in revision. Results encourage a re-envisionment of the cognitive process model of revision to add the role of the relationship between teacher and student. (Contains 2 figures and 1 table.)

Published
2008
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66. Studying to Play, Playing to Study: Nine College Student-Athletes' Motivational Sense of Self

Author

Woodruff, Althea L. and Schallert, Diane L.

Abstract

This study represents a grounded theory investigation of how motivation and self-perceptions influence students' emotions, cognitions, and behaviors by focusing on student-athletes, individuals who may experience conflicting sets of motivation and self issues. From observing and interviewing nine student-athletes at a Research 1 university, we developed a process model relating themes to the students' experiences. In the model, the relationship between motivation and the self within the domains of academics and athletics was described as a "motivational sense of self." Each student experienced the process represented in the model in his or her own unique and contextually specific way; however, commonalities among the students' experiences also were seen and resulted in the description of five types of student experiences. Connections to current research on the self (the dialogic self), identity (multiple identities), and motivation (self-determination theory) are discussed.

Published
2008
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67. Constructing Trust between Teacher and Students through Feedback and Revision Cycles in an EFL Writing Classroom

Author

Lee, Given and Schallert, Diane L.

Abstract

The authors' goal was to model the role played by the relationship between a writing teacher and her students in the feedback and revision cycle they experienced in an English-as-a-foreign-language context. Participants included a nonnative teacher of English and 14 students enrolled in her English writing class in a Korean university. Data came from formal, informal, and text-based interviews; semester-long classroom observations; and students' drafts with teacher comments. Findings showed that caring was enacted in complex and reciprocal ways, influenced by interwoven factors from the greater society, the course, the teacher, and the student. Students' level of trust in the teacher's English ability, teaching practices, and written feedback, as much as the teacher's trust in particular students based on how they revised their drafts, played a great role in the development of a caring relationship between them. (Contains 1 table and 4 figures.)

Published
2008
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69. 55th Yearbook of the National Reading Conference (Miami, Florida, November 30-December 3, 2005)

Author

National Reading Conference, Inc., Hoffman, James V., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, Hoffman, James V., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, and National Reading Conference, Inc.

Abstract

Close to 1,100 people attended the 55th Annual Meeting of the National Reading Conference at the Intercontinental Hotel in Miami, Florida from November 30-December 3, 2005. A record number of proposals were submitted this year (548), with 392 papers, symposia, and round tables accepted. This year's conference theme was inclusiveness and synthesis of epistemologies, research design, and methods. Plenary speakers represented research paradigms such as literacy as social practice, literacy as brain functioning, and literacy as critical reflection and action. Invited symposiums consisted of representatives from across paradigms as they addressed crucial issues facing educators today. Following a preface and awards presented to Albert J. Kingston and Oscar S. Causey, the papers in this yearbook include: (1) Presidential Address: New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective (Donald J. Leu); (2) Invited Address: New Literacies, New Times: How do We Describe and Teach the Forms of Literacy Knowledge, Skills, and Values People Need for New Times? (Brian V. Street); (3) Award Address: What Does Culture Have to Do With It? (Victoria Purcell-Gates); (4) NRC Annual Review of Research: Critical Participatory Action Research and Literacy Achievement of Ethnic Minority Groups (Ernest Morrell); (5) Student Award: So That You'll Be Good Readers: ESL Teachers' Classroom Discourses about Reading (Megan Madigan Peercy); (6) Children Transact with Biography: Reader Response Styles of Elementary School Students (Mary Starrs Armstrong); (7) High-Stakes Assessment and Writing Instruction (Diane Barone); (8) Students' Experience of Dialogic Tensions in Responding to Multicultural Literature (Richard Beach, Amanda Haertling Thein, and Daryl Parks); (9) Mentoring in the Political and Cultural World of Academia: An Exploration of the Experiences of Literacy Educators (Mark Cobb, Dana L. Fox, Joyce E. Many, Mona W. Matthews, Ewylor, Gertrude Tinker Sach Yan Wang, and Faith H. Wallace); (10) Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives (Mark Dressman, David O'Brien, Theresa Rogers, Gay Ivey, Phillip Wilder, Donna Alvermann, Elizabeth Moje, and Kevin Leander); (11) Working with Teachers to Change the Literacy Instruction of Latino Students in Urban Schools (Georgia Earnest Garcia, Teresa Mendez Bray, Raul A. Mora, Mariana A. Ricklefs, Joan Primeaux, Laura C. Engel, and Kimberly Garley-Erb); (12) E-literature and the Digital Engagement of Consciousness (Rebecca Luce-Kapler, Teresa Dobson, Dennis Sumara, Tammy Iftody, and Brent Davis); (13) Critical Performative Literacies: Intersections Among Identities, Social Imaginations and Discourses (Carmen L. Medina); (14) Connections Across Literacy and Science Instruction in Early Childhood Education: Interweaving Disciplines in Pre-Service Teacher Education (Karla J. Moller and Barbara Hug); (15) Tutoring: A Personal and Professional Space for Preservice Teachers to Learn about Literacy Instruction (Denise N. Morgan, Beverly Timmons, and Maria Shaheen); (16) Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the United States (Marjorie Faulstich Orellana and H. Julia Eksner); (17) From Pre-service to In-service: The Evolution of Literacy Teaching Practices and Beliefs in Novice Teachers (Michelle Pierce and Francesca Pomerantz); (18) Understanding the Paradoxical Relationship between Domain Specificity of In-service Literacy Teachers' Epistemological Beliefs and Their Instructional Practices (Gaoyin Qian and Liqing Tao); (19) Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction (Judith A. Scott, Shira Lubliner, and Elfrieda H. Hiebert); (20) Teacher Scaffolding of First-Graders' Literary Understanding During Read Alouds of Fairytale Variants (Lawrence R. Sipe and Anne E. Brightman); (21) Scientific Literacy and Commercial Reading Programs: An Analysis of Text and Instructional Guidance (Martha L. Smith, Linda M. Phillips, Stephen P. Norris, Sandra L. Guilbert, and Donita M. Stange); (22) "I Want to Meet My Students Where They Are!": Preservice Teachers' Visions of Culturally Responsive Literacy Instruction (Jennifer D. Turner); (23) Redesigning Literacy Preservice Education at Four Institutions: A Three-Year Collaborative Project (Mark D. Vagle, Deborah R. Dillon, Judith Davison-Jenkins, Bonita LaDuca, and Vicki Olson); and (24) Facilitating or Limiting? The Role of Politeness in How Students Participate in an Online Classroom Discussion (Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan). This publication also contains an Introduction to the 55th NRC Annual Meeting (Victoria Purcell-Gates). (Individual papers contain references.)

Published
2006

70. 54th Yearbook of the National Reading Conference (San Antonio, Texas, December 1-4, 2004)

Author

National Reading Conference, Inc., Maloch, Beth, Hoffman, James V., and Schallert, Diane L.

Abstract

This volume presents the 54th Yearbook of the National Reading Conference (NRC). The 2004 NRC conference, set in San Antonio, took place against a political backdrop in which the nature and substance of literacy research has become suspect. Given the current state of politically-driven research agendas, the focus of the 54th annual NRC meeting--What is the past, present, and future of literacy research, and how is excellence in literacy research defined?--was a timely one, one also reflected in this volume. Papers included in the 54th NRC Yearbook suggest that literacy researchers continue to push for new and increasingly sensitive methodologies to address the ways in which policy is positioning teachers, schools, and researchers, as well as ways to examine the understandings of children, of teachers, and of pre-service teachers. Included in this volume are: (1) The Role of Wisdom in Evidence-Based Preschool Literacy Curricula (Lea M. McGee); (2) "New" Literacies: Research and Social Practice (Michele Knobel and Colin Lankshear); (3) Pattern Recognition: Learning from the Technoliteracy Research (Ilana Snyder); (4) The Mind (and Heart) of the Reading Teacher (Robert Calfee); (5) Investigating Methods of Kindergarten Vocabulary Instruction: Which Methods Work Best? (Rebecca Deffes Silverman); (6) Speaking Literacy and Learning to Technology, Speaking Technology to Literacy and Learning (Annemarie Sullivan Palincsar and Bridget Dalton); (7) "That was Then, This is Now": Place, Time, and Shifting Experiences of Rural Literacy (Marta Albert and Mark Jury); (8) Vocabulary-Comprehension Relationships (James F. Baumann); (9) Why Critical Discourse Analysis in Literacy Research (Leslie Burns and Ernest Morrell); (10) Investigating Digital Curricular Literacies: Resolving Dilemmas of Researching Multimodal Technologically Mediated Literacy Practices (Geraldine Castleton and Claire Wyatt-Smith); (11) Reading First: Hidden Messages, Omissions, and Contradictions (Karen S. Evans and Nancy T. Walker); (12) Thematic Analysis as a New Tool for Genre Assessment in Early Literacy Research (Zhihui Fang); (13) Becoming More Effective in the Age of Accountability: A High-Poverty School Narrows the Literacy Achievement Gap (Kristin M. Gehsmann and Haley Woodside-Jiron); (14) Adolescents' Punk Rock Fandom: Construction and Production of Lyrical Texts (Barbara Guzzetti and Yunjung Yang); (15) Spanish Speakers Learning to Read in English: What a Large-Scale Assessment Suggests About Their Progress (Lori A. Helman); (16) Dialogical Caring Encounters Between Teacher and Students: The Role of Computer-Mediated Communication in Preparing Preservice Reading Teachers (Minseong Kim); (17) A Study of Adult ESL Oral Reading Fluency and Silent Reading Comprehension (Kristin Lems); (18) Exploring Computerized Text Analysis to Study Literacy Policy and Practice (Leslie Patterson, Kevin Dooley, Shelia Baldwin, Glenda Eoyang, Royce Holladay, Ruth Silva, and Joan Parker Webster); (19) Resistance and Appropriation: Literacy Practices as Agency within Hegemonic Contexts (Kristen H. Perry and Victoria Purcell-Gates); (20) Commercial Reading Programs: What's Replacing Narrative? (Linda M. Phillips, Martha L. Smith, and Stephen P. Norris); (21) Young Children Learn to Read Chapter Books (Nancy L. Roser, Miriam Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) Analyzing the Production of Third Space in Classroom Literacy Events (Deborah Wells Rowe and Kevin M. Leander); (23) Development of a New Framework for the NAEP Reading Assessment (Terry Salinger, Michael Kamil, Barbara Kapinus, and Peter Afflerbach); (24) Young Children's Visual Meaning-Making During Readalouds of Picture Storybooks (Lawrence R. Sipe and Anne E. Brightman); (25) "We Feel Like We're Separating Us": Sixth Grade Girls Respond to Multicultural Literature (Sally A. Smith); (26) A Good Daughter and an Independent Woman: Mapping one Student's Responses to Literature through her Negotiations of Competing Cultural Models (Amanda Haertling Thein); (27) How Literacy History Is Told: Approaches and Lenses for Historical Access (J Patrick Tiedemann, Jim S. Furman, Julie Ellison Justice, Jason F. Lovvorn, and Victoria J. Risko); (28) Crossing over to Canaan: Engaging Distinguished Women and/or Minority Literacy Scholars in Critical Tenure Conversations (Jennifer D. Turner, Doris Walker-Dalhouse, and Gwendolyn Thompson McMillon); (29) Two Experienced Content Teachers' Use of Multiple Texts in Economics and English (Nancy T. Walker, Thomas W. Bean, and Benita Dillard); (30) Prediction of First Grade Reading Achievement: A Comparison of Kindergarten Predictors (Heather P. Warley, Timothy J. Landrum, and Marcia A. Invernizzi); (31) Viewing Professional Development Through the Lens of Technology Integration: How do Beginning Teachers Navigate the Use of Technology and New Literacies? (Susan Watts-Taffe and Carolyn B. Gwinn); and (32) Introduction to the Program (Donald Leu). (Individual papers contain tables, figures, references and appendices.) [For the 53rd Yearbook, see ED522784.]

Published
2005

71. 53rd Yearbook of the National Reading Conference

Author

National Reading Conference, Inc., Worthy, Jo, Maloch, Beth, Hoffman, James V., Schallert, Diane L., and Fairbanks, Colleen M.

Abstract

This volume presents the 53rd Yearbook of the National Reading Conference (NRC). The papers in this Yearbook reflect NRC's practice of pursuing not only traditionally important topics in literacy but also many issues that may not be deemed worthy of funding and government attention. Rather than a narrowing of the field, the submitted manuscripts, as well as the papers published in this volume, reflect the rapidly growing and changing field of literacy research. Joining papers focusing on foundational topics such as instructional practices, literature, reading processes, and teacher education are works on topics as diverse as multiple literacies, identity development in various contexts, popular culture texts, cultural and linguistic diversity, affective dimensions of learning, expanded uses of technology, and policy. Included in this volume are: (1) The Language, Literacy, Achievement, and Social Consequences of English-Only Programs for Immigrant Students (Lee Gunderson); (2) Promises and Politics: Images of Research in the Discourse of Teaching and Teacher Education (Marilyn Cochran-Smith); (3) Teaching, Learning and Research in "Real Reading": Some Observations from a Laboratory School (Fredrick Erickson); (4) "Simply by Sailing in a New Direction You Could Enlarge the World" (Marie M. Clay); (5) A Bakhtinian Analysis of Computer-Mediated Communication: How Students Create Animated Utterances in Graduate Seminar Discussions (Yoon-Hee Na); (6) Theoretical Promise, Perennial Problems and Empirical Progress Concerning Latino Students and Literacy (Robert T. Jimenez); (7) Literacy as Laminated Activity: Rethinking Literacy for English Learners (Kris Gutierrez); (8) New Literacies for the New Information Age: Conceptions, Instruction and Teacher Preparation (Marlene Asselin and Mariam Jean Dreher); (9) Preparing Novices for Teaching Literacy in Diverse Classrooms: Using Written, Video and Hypermedia Cases to Prepare Literacy Teachers (Erica C. Boling); (10) Establishing a Culture of Acceptance: "This Kinda Stuff Don't Happen Ever'where" (Margaret Compton-Hall); (11) Computer-Mediated Collaboration: Teaching Future Teachers How to Respond to Student Writers (Marion H. Fey); (12) Reconsidering Our Research: Collaboration, Complexity, Design, and the Problem of "Scaling Up What Works" (Susan Florio-Ruane and Taffy E. Raphael); (13) Constructing Struggling Readers: Policy and the Experiences of Eighth-Grade Readers (Judith K. Franzak); (14) Zining: The Unsanctioned Literacy Practice of Adolescents (Barbara J. Guzzetti and Margaret Gamoba); (15) Children's Strategic Awareness for Reading Different Genres and Text Types (Janis M. Harmon, Miriam G. Martinez, and Amy Deckard); (16) "The Blood they Carry": Puerto Rican Mothers Re-envisioning and Reconstructing Educational and Cultural Identities in a Family Literacy Context (Laura Ruth Johnson); (17) Listening to the Stories Families Tell: Promoting Culturally Responsive Language and Literacy Experiences (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Tharp); (18) Literacy to Inform and Transform: Empowering Lessons From Children's Literature (Janelle B. Mathis and Leslie B. Patterson); (19) Positioning Theory as Lens to Explore Teachers' Beliefs About Literacy and Culture (Mary B. McVee, Maria Baldassarre, and Nancy Bailey); (20) Why Literacy Researchers Have Little Influence on Policy and What to Do About It (David Reinking); (21) Beginning Chapter Books: Their Features and Their Support of Children's Reading (Nancy L. Roser, Miriam G. Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) The Impact of Clinical Experience on the Reading Comprehension Instruction of K-12 Inservice Teachers (Pamela Ross and Cynthia McDaniel); (23) Features of Early Field Experiences at Sites of Excellence in Reading Teacher Education Programs (Misty Sailors, Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Joyce Fine, and Deborah Eldridge); (24) Authentic or Meretricious Multiculturalism in Commercial Reading Programs? (Martha L. Smith, Linda M. Phillips, Marion R. Leithead, and Nabiha Rawdah); (25) The Complexity of Cultural Authenticity in Children's Literature: A Critical Review (Kathy G. Short and Dana L. Fox); (26) Developing a Conscious Understanding of Genre: The Relationship Between Implicit and Explicit Knowledge During the Five-to-Seven Shift (Laura B. Smolkin and Carol A. Donovan); (27) Engaging in Critical Literacy Practices in a Multiliteracies Classroom (Katie Van Sluys); and (28) Teachers' Reading of Students' Popular Culture Texts: The Interplay of Students' Interests, Teacher Knowledge, and Literacy Curriculum (Shelley Hong Xu). (Individual papers contain tables, figures, references, and appendices.) [For the 52nd Yearbook, see ED522783.]

Published
2004

72. 52nd Yearbook of the National Reading Conference (Miami, Florida, December 4-7, 2002)

Author

National Reading Conference, Inc., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, Hoffman, James V., and Schallert, Diane L.

Abstract

The National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad range of research methods, investigations of literacy education, and effective teaching practices, all of which are aimed at fostering literacy learning across many communities. Following a preface and awards presented to James V. Hoffman and Connie Juel, the papers in this yearbook include: (1) In Leaving No Child Behind Have We Forsaken Individual Learners, Teachers, Schools and Communities? (Deborah R. Dillon); (2) Opening Access: Reading (Research) in the Age of Information (John Willinsky); (3) Profiling the Developing Reader: The Interplay of Knowledge, Interest, and Strategic Processing (Patricia A. Alexander); (4) Children's Minds at Work: How Understanding of Rich Narrative Text Emerges in Fourth-Grade Classrooms that Combine Peer Group Discussion and Journal Writing (Kim Bobola); (5) Literacy Research and Students of Diverse Backgrounds: What Does It Take to Improve Achievement? (Kathryn H. Au); (6) The Impact of Family on Literacy Development: Convergence, Controversy, and Instructional Implications (Patricia A. Edwards); (7) Literacy Interventions for Preschool Children Considered at Risk: Implications for Curriculum, Professional Development, and Parent Involvement (Dorothy S. Strickland and W. Steven Barnett); (8) To Become a Doctor: Reflective Literacy Experiences that Transform (Joanna C. Arnold, Patricia L. Anders and Patricia Griesel); (9) Sign, Sign, Everywhere a Sign: Multiplying Literacies in the Preservice Language Arts Curriculum (Deborah L. Begoray); (10) Development of Phonological Awareness: The Trouble with Middle Sounds (Jerrell C. Cassady and Lawrence L. Smith); (11) Exploring the Gap Between Espoused and Enacted Cultural Models of Literature Discussion (Samantha Caughlan); (12) Pedagogy and the Learning of the School-Based Language (Zhihui Fang); (13) Negotiating Voice and Identity in Classroom Writing Events (Amy Seely Flint and Marva Cappello); (14) The Literacy Instruction of English Language Learners Across Multiple Settings (Georgia Earnest Garcia and Angela M. Lopez-Velasquez); (15) Powerful Memories of Literacy, Gender, and Teaching: Rebecca's Story (Marie Hardenbrook); (16) New Times: First-Person Shooter Games Go to College (Jerome C. Harste, Sibel Ariogul, Devon Sanner, Debbie East, Julie Ann Enyeart, Beth M. Lehman, Gloria Skegrud Reeves, and Kimberly Conway); (17) Teacher Preparation in Reading: A Case Study of Change in One University-Based Undergraduate Program (Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Leann Steinmetz, and Bertha Pere); (18) What Images of Family Literacy Reveal about Family Literacy Practices and Family Literacy Programs (Maureen Kendrick, Jim Anderson, Suzanne Smythe, and Roberta McKay); (19) Preservice Teachers as Tutors: Influences of Tutoring on Whole-Class Literacy Instruction (Dixie Massey); (20) A Transactional Theory of Hypertext Structure (John E. McEneaney); (21) Asserting Identities in Multiple Contexts (Ellen McIntyre, Melissa Sutherland, Susan Ghiaciuc, and Diane Kyle); (22) Learning Communities: An Exploration of Theoretical Conceptualizations (Marilyn McKinney); (23) The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction (James Mosenthal, Marjorie Lipson, Jane Mekkelsen, and Ellen Thompson); (24) An Exploration of Eight Sixth Graders' Engagement with Nonfiction Trade Books (Barbara Moss); (25) Supporting Beginning Writers of Research: Mentoring Graduate Students' Entry into Academic Discourse Communities (Elizabeth Noll and Dana L. Fox); (26) Eye Movements and Miscue Analysis: Reading from a Constructivist Perspective (Eric J. Paulson, Alan D. Flurkey, Yetta M. Goodman, and Kenneth S. Goodman); (27) Transgressing Transformation Theory (Heidi Silver-Pacuilla); and (28) From Guided Reading to Promoting Thoughtful Literacy: Explorations of a Teacher-Researcher Team (Susan Kidd Villaume, Edna Brabham, Tonya Hill, Kelly Pettit, Teri Prim and Resia Thornton). An introduction to the program by Lee M. Gunderson is also presented. (Individual papers contain tables, figures, footnotes and references.) [For the 51st Yearbook, see ED522782.]

Published
2003

73. 51st Yearbook of the National Reading Conference (San Antonio, Texas, December 5-8, 2001)

Author

National Reading Conference, Inc., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, and Hoffman, James V.

Abstract

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

Published
2002

74. Expectancy-Value Relationships of Shame Reactions and Shame Resiliency.

Author

Turner, Jeannine E. and Schallert, Diane L.

Abstract

Investigated expectancy-value predictors for experiencing shame from test feedback and possible consequences of these reactions. If students believe they have the capabilities and are committed to a future goal for which the course grade is relevant, then a shame reaction may be a warning signal that future goals might be unattainable. (BF)

Published
2001

75. 50th Yearbook of the National Reading Conference (Scottsdale, Arizona, December 2000)

Author

National Reading Conference, Inc., Hoffman, James V., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, and Maloch, Beth

Abstract

At the 2000 conference in Scottsdale, Arizona, the National Reading Conference celebrated its 50th anniversary, and with this issue, the editors offer to the readership the "50th Yearbook" of the conference. This Yearbook begins with a preface and presents profiles of two awardees, Lee Gunderson and Michael Pressley. Included in this Yearbook are the following papers: (1) Literacy Teaching, Literacy Learning: Lessons from the Book Club "Plus" Project (Taffy E. Raphael); (2) Literacy Policy and Policy Research That Make a Difference (Sheila W. Valencia and Karen K. Wixson); (3) What Do We Say to DeShawn?: Literacy as Social Action in the Middle Grades (Susan Hynds); (4) Teachers and Linking Literacies of Yesterday and Today with Literacies of Tomorrow: The Need for Education That Is Multicultural and Social Reconstructionist (Carl A. Grant); (5) Bridging Cultures: How Can Inquiries by Outsiders Inform Educational Practice? (Rebecca Barr); (6) Family Literacy and the Mediation of Cultural Models (Rebecca Rogers); (7) Reading Versus Translating: A Preschool Bilingual's Interpretation of Text (Eurydice Bouchereau and Kristiina Montero); (8) The Impact of a Multicultural Young Adult Novels on Intergenerational Dialogue Journal Discussion (Thomas W. Bean and Nicole Rigoni); (9) Combining Voices: When Writers Work Together (Ronald E. Benton); (10) Thinking Aloud with Feedback: Implications of a University-School E-mail Dialogue (Kelly Chandler-Olcott and Lois Pangburn); (11) Description, Prescription, or Cultural Reproduction? Rosenblattian Criticism in Reader-Response Research and Teaching (Mark Dressman and Joan Webster); (12) Money Talks: The Power of Government, Business, National, and Philanthropic Groups in Literacy Education (Jacqueline Edmonson, Kimberly McCollum-Clark, Susan Pitcher, and Patrick Shannon); (13) Why Class Size Matters: An Investigation of Teacher, Administrator, and Parent Perceptions (Douglas Fisher, Diane Lapp, James Flood, Nancy Frey, and Kelly Moore); (14) Teaching as Persuasion: Approaching Classroom Discourse as Refutational Text (Helenrose Fives, Patricia A. Alexander, and Michelle M. Buehl); (15) Conversations Before Writing During Reading Recovery Lessons: Negotiation or Tug of War? (Susan King Fullerton and Diane E. DeFord); (16) A Theoretical Discussion of Young Bilingual Children's Reading (Preschool-Grade 3) (Georgia Earnest Garcia); (17) "She Can Read Them by Herself!": Parents and Teachers Respond to a Kindergarten School-Home Literacy Project (Sharan A. Gibson and Patricia L. Scharer); (18) Media Literacies: Varied But Distinguishable (Margaret C. Hagood); (19) Features of Excellence of Reading Teacher Preparation Programs (Janis Harmon, Wanda Hedrick, Miriam Martinez, Bertha Perez, Susan Keehn, Joyce C. Fine, Deborah Eldridge, Amy Seely Flint, Denise M. Littleton, Mona Bryant-Shanklin, Rachelle Loven, Lori Assaf, and Misty Sailors); (20) Professional Development Programs in Reading: A National Survey of District Directors (Marie Tejero Hughes, Michele Mits Cash, Janette Klingner, and Suzette Ahwee); (21) Young Readers' Academy: Opportunities for Conversations About Literacy Teaching and Learning (Carole Janisch and Amma Akrofi); (22) Preservice Reading Teachers' Self-Awareness of Past Learning and Development as Motivation for Continued Learning (Diane S. Kaplan); (23) Examining Two Preservice Teachers' Practices for Promoting Culturally Responsive Literacy in the Middle Grades (Janice A. Kaste); (24) A Study of the Impact of a Reading-Specialization Program on First-Year Teachers (Susan Keehn, Janis Harmon, Wanda Hedrick, Miriam Martinez, and Bertha Perez); (25) A Framework for Conceptualizing and Evaluating the Contributions of Written Language Activity in Oral Language Development for ESL Students (Youb Kim, Karen L. Lowenstein, P. David Pearson, and Meredith McLellan); (26) Transcript Analysis Project (TAP): An Opportunity for Student Teachers to Engage in Practical Inquiry into Classroom Discussion (Linda Kucan); (27) Commonplace Books, Commonplace Practices: Uncovering the Bones of a Complex Pedagogy (Linda Laidlaw); (28) Preparing White Preservice Teachers for Urban Classrooms: Growth in a Philadelphia-Based Literacy Practicum (Althier Lazar); (29) Making Teacher Education Critical (Christine H. Leland, Jerome C. Harste, Cynthia A. Jackson, and Omaia Youssef); (30) Using the Triple Transfer Lesson Plan to Guide Teachers' Reflections: What Are the Effects on Client Growth? (Debra Bayles Martin); (31) A Review of Research on Children's Responses to Literature (Miriam G. Martinez and Nancy L. Roser); (32) The Impact of Classroom Curriculum on Students' Perceptions of Good Readers and Writers (Sarah J. McCarthey); (33) The Enactment of an Early Reading Intervention Model in Three Classrooms (Ellen McIntyre, Sherry Powers, and Bill Bintz); (34) Examining the Theoretical Claims About Decodable Text: Does Text Decodability Lead to Greater Application of Letter/Sound Knowledge in First-Grade Readers? (Heidi Ann Mesmer); (35) The Rise and Fall of Multicultural Literature: Conundrums of the California "Canon" (Greta Nagel and Linda Whitney); (36) The Impact of Research-Based Reading Instruction on the Beginning Reading Development of a Deaf Child: Perspectives from a Case Study (Diane Corcoran Nielsen and Barbara Luetke-Stahlman); (37) Teachers' Assessment of Girls' and Boys' Narrative and Persuasive Writing (Shelley Peterson); (38) Reaching Understandings of Literature and Life: The Unfolding Responses of a Child with Hearing Loss (LaFon Louise Phillips); (39) "I Did Not Plan Ahead": Preservice Teachers' Concerns Integrating Print-Based Literacy Lessons with Computer Technology (Janet Richards); (40) What Does It Take to Reform Instructional Practices? (Emily M. Rodgers, Susan Fullerton, and Diane DeFord); (41) Redesigning America Reads: A K-3/University Collaboration (Pamela Ross); (42) Of Virgins, Blank Slates, and Gurus: An Interpretive Case Study of Elementary Teachers Implementing Peer Discussion (Mary S. Rozendal and Janice F. Almasi); (43) Successful Middle School Reading Intervention: Negotiated Strategies and Individual Choice (Brenda A. Shearer, Martha Rapp Ruddell, and Mary Ellen Vogt); (44) Using E-Mail to Facilitate Dialogue Between High School Students and Preservice English Methods Students (B. Joyce Stallworth); (45) Children's Motivation to Read Following Reading Recovery (Michael A. R. Townsend, Jane E. Townsend, and Kyung Ja Seo); (46) Commonplace Books, Commonplace Strategies: Literacy and Giftedness in a Complex World (Ruth F. Wiebe); and (47) Linking Literacies of Yesterday and Today with Literacies of Tomorrow: A Coda to the National Reading Conference's 50th Annual Meeting (Peter B. Mosenthal). (Individual papers contain tables, figure, footnotes, and references.)

Published
2001

77. Language Anxiety: Differentiating Writing and Speaking Components.

Author

Cheng, Yuh-show, Horwitz, Elaine K., and Schallert, Diane L.

Abstract

Investigated the links between second-language classroom anxiety and second-language writing anxiety, as well a their associations with second-language speaking and writing achievement. Findings suggest that second-language classroom anxiety is a more general type of anxiety about learning a second language with a strong speaking-anxiety element, whereas second-language writing anxiety is a language-skill-specific anxiety. (Author/VWL)

Published
1999

79. Some Reasons Why Teachers are Easier to Understand than Textbooks. Reading Education Report No. 9.

Author

Illinois Univ., Urbana. Center for the Study of Reading., Bolt, Beranek and Newman, Inc., Cambridge, MA., Schallert, Diane L., and Kleiman, Glenn M.

Abstract

To determine why some children find textbooks to be much more difficult to understand than teachers' presentations, four reading selections for middle grade readers were analyzed, as were tape recorded lessons prepared by ten teachers on the basis of the same selections. Excerpts from one of the written passages and excerpts and analysis of one teacher's presentation suggest four general advantages that teachers have over textbooks in getting children to understand and remember the material presented: they can tailor their messages to the background and level of understanding of the children in their classes; they can remind students of relevant information they already know and help them to see how new information is related to prior knowledge; they can focus students' attention on a passage as a whole or on selected parts of a passage; and they can monitor comprehension. The results of the study point to ways that textbook authors may modify written passages so as to minimize their limitations, as well as to ways that teachers can optimize their classroom presentations and their reading comprehension instruction. (GT)

Published
1979

80. Analyses of Differences between Written and Oral Language. Technical Report No. 29.

Author

Illinois Univ., Urbana. Center for the Study of Reading., Bolt, Beranek and Newman, Inc., Cambridge, MA., and Schallert, Diane L.

Abstract

This report reviews evidence that there are differences between oral and written English that lead to differences in the skills and knowledge necessary to comprehend them. Three categories of differences are considered in an attempt to derive specific, testable hypotheses: differences in the physical nature of speech and writing, differences in the natural uses of speech and writing, and differences in the language characteristics of speech and writing. A final section summarizes the differences between written and spoken language, paying particular attention to skills that novice readers may not have acquired in their experience with listening. (AA)

Published
1977

81. Processes Involved in Composing a Narration in a First and a Second Language.

Author

Bowie, David G. and Schallert, Diane L.

Abstract

In a study of the processes used to compose a story, 12 Portuguese/English bilingual adults created narrations for 2 published, wordless picture stories and, while viewing a videotape of their narration, recalled aloud the processes they used in constructing the stories. One study was narrated in Portuguese and the other in English. The narrations and thinking-aloud were transcribed and analyzed for comments in four areas, including: reference to or use of prior knowledge; information processing constraints; audience awareness and textual space; and linguistic constraints. Results for the fourth category are presented here. It is concluded that the narratives composed by the participants contained examples of a lexicalization problem. Repeated successful and unsuccessful lexical searches, avoidance of certain words and structures, intrusions of one language into another, efforts to use descriptive variety and poetic structures, and even serendipitous discoveries appeared in the narrative and think-aloud tasks, strongly substantiating the claim that linguistic constraints influence the composing of oral narratives. Collection of both first- and second-language composition information was found especially useful. A 50-item bibliography is included. (MSE)

Published
1988

82. Learning from Expository Text: The Interaction of Text Structure with Reader Characteristics.

Author

Texas Univ., Austin. Dept. of Educational Psychology., Schallert, Diane L., and Tierney, Robert J.

Abstract

The final report of the project that concentrated on the expository language found in content-area textbooks begins with an overview of the project, including rationale, significance, and goals. These goals were to (1) describe how high school students and their teachers used their textbooks, (2) describe and analyze the nature of expository texts, (3) examine the influence of characteristics of expository texts upon different readers' memory for text, (4) determine the influence of various instructional procedures upon students' ability to learn from text, and (5) examine the influence of text manipulations upon the quality of students' learning from text. The remaining sections of the report address the secondary students' use of biology and history textbooks; describe the characteristics of texts, especially through their language; discuss text analytic procedures (validation and criticism); define reader characteristics; examine text-based instructional studies; and discuss text engineering. The summation of the project is provided in the final section. Appendixes include the surveys administered to students in Illinois and Texas; tables relevant to secondary students' use of biology and history textbooks; a complete set of texts, maps, and lists of relationship propositions; examples of scoring and rationale for scoring two free recall protocols; tables relevant to students; recall of text units; individual subjects' ratings of the ease of resolution and the importance of cohesive ties; graphs of predictability ratings of topic continuity; and the importance of rating sentences. (HOD)

Published
1980

87. Middle school students' self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment

Author

Liu, Min, Cho, Yoonjung, and Schallert, Diane L.

Subjects
Problem solving -- Analysis -- Psychological aspects, Junior high school students -- Psychological aspects -- Education -- Analysis, Sciences education -- Psychological aspects -- Analysis
Abstract

This study examined the effect of a computer-enhanced problem-based learning (PBL) environment on middle school students' learning, investigating the relationship among students' self-efficacy, attitude toward science, and achievement. As Bandura […]

Published
2006

88. Intellectual, motivational, textual, and cultural considerations in teaching and learning with computer-mediated discussion

Author

Schallert, Diane L. and Reed, JoyLynn Hailey

Subjects
Online education -- Research
Abstract

When learning is described as a social process, as is de rigueur in the works of current-day educational theorists, a common perception is that this description amounts to the claim […], We provide recommendations, grounded in research findings, for the use of computer-mediated discussion (CMD) in instruction. For years, we have studied undergraduate and graduate level courses that made use of synchronous and asynchronous electronically-mediated discussion as an important aspect of course design. Here, we discuss three questions and consider instructional recommendations grounded in our research: Can students successfully learn something of value as a result of participating in CMD? How can students' attentional and motivational responses to CMD inform course design? What are ways to structure CMD more effectively when classes include international students?

Published
2003

89. Japanese and American folk vocabularies for emotions

Author

Kobayashi, Futoshi, Schallert, Diane L., and Ogren, Holly A.

Subjects
Social psychology -- Research, Emotions -- Research, Vocabulary -- Research, Psychology and mental health, Sociology and social work, American Psychological Association
Abstract

The authors investigated how emotions are labeled and conceptualized by individuals representing widely varying ages and educational backgrounds, who live in rural areas of Japan and the United States. The authors gathered data in 2 phases: 30 participants in each country first produced emotion terms, and another 2 groups of 28 (1 group from each country) sorted out those emotion terms by similarities. Results indicated that these laypersons' emotion vocabularies were larger than those typically studied in psychological research; both American and Japanese participants produced many terms referring to physical sensations or evaluative reactions. Also, the authors found both similarities and differences in how speakers of American English and Japanese conceptualized emotions, bringing into question the often simplistic notions of cultural differences reported in the previous literature (P. Ekman, 1994; P. Ekman & W. V. Friesen, 1971; P. Ekman et al., 1987). Key words: cross-cultural psychology, emotion, linguistics, IF ONE WERE ASKED whether individuals throughout the various cultures of the world experience the same emotions, one might reply that it is difficult to know: Either we take the [...]

Published
2003

98. “I wonder if …”

Author

Williams, Kyle M., primary, Park, Jeongbin Hannah, additional, Gaines, Rachel E., additional, Choi, Eunjeong, additional, Lee, Jeonghyun Jonna, additional, Mattar, Lina I., additional, and Schallert, Diane L., additional

Published
2016
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