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Klooster, David J., Ed.; Steele, Jeannie L., Ed.; Bloem, Patricia L., Ed. – 2001
In the years since its origin in 1997, the Reading and Writing for Critical Thinking (RWCT) project has become a wellspring of human stories about teaching and changing, about reaching across cultural and language divides to find deep conceptual and interpersonal harmonies that lead to reform. This collection presents chapters written by educators…
Descriptors: Classroom Techniques, Comparative Education, Critical Thinking, Educational Change
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Oldfather, Penny – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Presents five themes constructed through a cross-case analysis and synthesis of research and theory based on six articles collected for a two-part mini-themed issue of this journal on learning from students about overcoming motivation problems in literacy learning. Examines what can be learned by looking at different studies that address issues of…
Descriptors: Educational Research, Elementary Education, Literacy, Student Attitudes
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Oldfather, Penny – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Offers an interpretive case study designed to provide insights about students' thoughts, feelings, and actions when not initially motivated for literacy tasks, and ways in which some students were able to become intrinsically interested. Reveals three different patterns of engagement (or lack thereof), represented in three different "Situations"…
Descriptors: Case Studies, Educational Research, Grade 5, Grade 6
Oldfather, Penny – 1992
"Sharing the ownership of knowing" (a constructivist concept of motivation for literacy learning) is a dynamic classroom interaction in which a teacher's constructivist epistemological stance facilitates students' sense of their own construction of meaning and the integrity of their own thinking. Sharing the ownership of knowing was one of several…
Descriptors: Classroom Environment, Classroom Research, Constructivism (Learning), Intermediate Grades
Oldfather, Penny – 1994
Drawing from examples from a longitudinal study of students' perceptions of their own purposes in learning, this paper examines outcomes of an emancipatory view of intrinsic motivation for literacy learning that centers on a view of the "learner as agent in the construction of meaning." The paper traces the development of students' experiences of…
Descriptors: Cooperation, Elementary Secondary Education, Literacy, Longitudinal Studies
Oldfather, Penny – 1993
A continuing longitudinal study examined students' perceptions of their learning and motivation in a whole language classroom setting. Subjects, 14 fifth- or sixth-grade students who collaborated in the inquiry as co-researchers, were interviewed in depth. The mixed fifth- and sixth-grade classroom at the "Willow School" in southern California…
Descriptors: Classroom Environment, Intermediate Grades, Literacy, Longitudinal Studies
Oldfather, Penny – 1994
Teachers' responsiveness to and empathic understanding of students' perceptions when they are not motivated are critical in promoting students' ownership of the literacy learning agenda; in helping students with their motivational difficulties; and in establishing classrooms that focus on the enhancement of caring. An interpretive study, conducted…
Descriptors: Affective Behavior, Classroom Environment, Classroom Research, Cognitive Processes
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Oldfather, Penny – Journal of Reading, 1995
Summarizes a key finding from a four-year longitudinal study of intrinsic motivation for literacy learning. Finds that this motivation may diminish as students move from elementary to middle grades and may be linked to fewer opportunities for self-expression in their learning environments. (SR)
Descriptors: Intermediate Grades, Junior High Schools, Learning Motivation, Literacy
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Oldfather, Penny – Theory into Practice, 1995
Researchers consistently underestimate the enormous potential of children to participate in the construction of their own learning environments and as research partners in examining learning. The paper chronicles one 6-year collaborative project with students on research in literacy learning and highlights students' perspectives on what the…
Descriptors: Educational Research, Elementary School Students, Higher Education, Intermediate Grades
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Oldfather, Penny – Reading Teacher, 1993
Describes insights about students' motivation for literacy learning based on a student-researcher collaborative inquiry in a fifth- and sixth-grade whole-language classroom. (SR)
Descriptors: Classroom Environment, Instructional Effectiveness, Intermediate Grades, Literacy
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Oldfather, Penny; Thomas, Sally – Teachers College Record, 1998
Presents case studies of six teachers who completed year-long research projects on motivation for literacy learning in collaboration with high school students, considering their views on the nature of knowledge, the purposes of schooling, approaches to teaching and learning, perspectives on motivation, and roles and relationships with the school…
Descriptors: Case Studies, Educational Research, High School Students, High Schools
Oldfather, Penny; Thomas, Sally – 1996
Through a Bakhtinian lens highlighting the "interanimation of voices," this paper describes the research roles of a group of high school students in Southern California who participated as co-researchers and then as members of a participatory research team in a longitudinal study. Students' developing roles as question posers, methodologists,…
Descriptors: Educational Change, High Schools, Higher Education, Longitudinal Studies
Oldfather, Penny; Dahl, Karin – 1995
This conceptual essay critiques current understandings of children's motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. The essay is illustrated with vignettes and examples drawn from two ethnographic studies conducted in whole-language…
Descriptors: Case Studies, Elementary Education, Ethnography, Literacy
Thomas, Sally; Oldfather, Penny – 1996
By focusing on what and how students want to learn, shared inquiry between teachers and students is inherently motivating, supporting students' intrinsic motivation. When students themselves participate as educational theorists, learning experiences become more engaging for both students and teachers. The yearlong inquiry described in this paper…
Descriptors: Classroom Environment, Elementary Education, Journal Writing, Literacy
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West, Jane; Oldfather, Penny – 1996
Children have much to teach educators about the kinds of group work that enhance their social, emotional, and cognitive development. Using children's own words, this playlet juxtaposes third-grade and fifth/sixth grade views of how group work helps and hinders their school experiences in literacy learning. Students in both age groups experienced…
Descriptors: Classroom Communication, Classroom Environment, Communication Research, Elementary Education
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