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Evans, Karen S. – Reading Research Quarterly, 2002
Looks at literature discussion groups from the student's perspective. Finds three major themes: (1) students have a clear notion of the conditions that are conducive to effective discussions; (2) students perceived the gender make-up of their group to influence how they participated in and experienced their discussions; and (3) students found the…
Descriptors: Classroom Communication, Discussion (Teaching Technique), English Instruction, Grade 5
Evans, Karen S. – 2001
Many students in grades 3-5 may be reluctant to participate in literature discussion groups because they are accustomed to round-robin reading and whole-class discussions followed by individual workbook exercises. These children may require extensive instructional support to learn to participate in more independent discussions. This book describes…
Descriptors: Childrens Literature, Discussion Groups, Instructional Effectiveness, Intermediate Grades
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Evans, Karen S. – Journal of Literacy Research, 2001
Explores complexities that arose as the author engaged in feminist literacy research in a fifth-grade classroom where the author worked collaboratively with the teacher to implement literature discussion circles. Notes the need to disrupt her own assumptions regarding power, the expert position, and her need for maintaining comfort. Sheds light on…
Descriptors: Classroom Research, Discussion (Teaching Technique), Feminism, Grade 5
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Evans, Karen S. – Language Arts, 1999
Describes the collaboration in a 5th-grade classroom between the author (a teacher educator) and a former student of hers (the 5th-grade teacher). Complicates notions of equity and empowerment in collaborative research by outlining the cycles and shifts they experienced while constantly renegotiating their positions. (SR)
Descriptors: Educational Research, Empowerment, Grade 5, Higher Education
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Evans, Karen S. – New Advocate, 1996
Presents the results of a study of two fifth-grade reading groups, one comprised of all girls and the other of mixed gender. Discusses results in a reflective essay format, suggesting that the group of girls was more emotional in their observations and the mixed group was more action and plot oriented. (TB)
Descriptors: Classroom Research, Grade 5, Group Discussion, Group Dynamics
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Evans, Karen S. – Language Arts, 1995
Offers one teacher's account of a year of process approach to writing instruction in her fifth-grade class. Focuses on the importance of not getting caught within a narrow vision when reflecting on classroom practice. Notes the crucial role students need to play in instructional decision making. (SR)
Descriptors: Grade 5, Instructional Effectiveness, Intermediate Grades, Process Approach (Writing)
Evans, Karen S. – 1991
A study investigated how the introduction of a computer writing tool that provides metacognitive guidance to students interacting with it--the Writing Partner2 (WP2)--influenced the classroom environment, and explored both effects "with" and effects "of" working with such a computer tool. Data was gathered from an eighth-grade…
Descriptors: Classroom Research, Computer Assisted Instruction, Computers, Grade 8
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Evans, Karen S. – Language Arts, 1996
Presents observations of 15-member literature discussion group in a fifth-grade classroom. Shows that even in such groups, intended to create a more democratic forum where students' voices are heard and valued, factors like gender, cultural background, and status play a role in whose ideas get expressed and are actually listened to. (SR)
Descriptors: Classroom Communication, Classroom Research, Discourse Analysis, Elementary School Students
Evans, Karen S.; Vavrus, Linda G. – 1990
A follow-up study to Stanford University's Teacher Assessment Project (TAP) investigated captioning as a means of making sense of portfolios and explored how the captioning process might provide a way to use student portfolios to link student assessment and teacher assessment. Each of four teachers (three third grade and one fourth grade) from the…
Descriptors: Educational Research, Elementary School Teachers, Intermediate Grades, Portfolios (Background Materials)
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Evans, Karen S.; Alvermann, Donna; Anders, Patricia L. – Reading Research and Instruction, 1998
Highlights the experiences of three females (who were members of peer-led literature discussion groups) to examine notions of empowerment, student voice, and student silence. Finds that the discussion groups appeared to enact different conceptions of power. Discusses implications for instruction and research. (PA)
Descriptors: Case Studies, Classroom Communication, Discussion Groups, Gender Issues