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Showing 46 to 60 of 589 results Save | Export
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Teng, Allen – Voices from the Middle, 2012
A middle school language arts teacher reflects on his experience in utilizing a school-housed online social network to create avenues for authentic audience, purpose, and response to student writing. With many technology proponents advocating a 21st century education, the fact that interacting with the Web 2.0 environment is essentially a reading…
Descriptors: Language Arts, Writing Exercises, Writing Teachers, Educational Technology
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Choudhury, Mohammed; Share, Jeff – Voices from the Middle, 2012
Using new literacies critically can be an excellent pedagogy for motivating and empowering students who feel alienated from their school and society. This article describes how one middle school teacher engaged his inner-city English language learners with critical media literacy as a way of making their learning more meaningful and motivating.…
Descriptors: Second Language Learning, Media Literacy, Urban Youth, English (Second Language)
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Werner-Burke, Nanci; Spohn, Jane; Spencer, Jessica; Button, Bobbi; Morral, Melissa – Voices from the Middle, 2012
The authors describe the steps they took to ramp up their efforts to reach out to students by retooling their teaching. Four factors became essential: the use of writing as a tool for engagement and learning, the necessity to prepare students to compete in an increasingly digitized world, the motivational appeal of the graphic novel genre, and the…
Descriptors: Teaching Methods, Learner Engagement, Competition, Writing Instruction
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Costello, Adrienne – Voices from the Middle, 2012
Young adolescents are immersed in 21st century literacies in their daily lives, and they bring into schools a level of appreciation and expertise that often goes untapped. This article presents an eighth-grade English classroom's experience with digital video composing and informal classroom drama as multimodal literacy practices. Students in this…
Descriptors: Video Technology, Drama, Teaching Methods, Adolescents
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Kremer, Nick; Sanders, Harlow – Voices from the Middle, 2012
Shakespeare didn't write scripts so much as he wrote plays--live productions to be acted out in front of audiences through multimodal forms of expression. Yet some teachers' script-only approach to the Bard inadvertently isolates students from the many visual, auditory, and performative elements that make his plays so enduring. This article…
Descriptors: Scripts, Audiences, Literacy, Novels
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Nichols, Phil – Voices from the Middle, 2012
In an effort to expose students to a wide array of 21st century literacies, it is easy for teachers to forget the equally important role of leading students in critical inquiry regarding "when" and "why" particular media ought to be used. This results in students who possess knowledge of how to use a medium but lack the wisdom to truly understand…
Descriptors: Audiences, Criticism, Literacy, Evaluation
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Fingon, Joan C. – Voices from the Middle, 2012
This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance students' vocabulary development and reading comprehension. The article…
Descriptors: Reading Comprehension, Reading Interests, Reading Processes, Vocabulary Development
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Wilhelm, Jeffrey D., Ed. – Voices from the Middle, 2012
Wilhelm asks, "But are new literacies just fun?" Then he immediately answers, "Absolutely not--if we as teachers provide the right context and conditions of their use." Offering research-based advice on incorporating technology to increase motivation and deepen learning, Wilhelm boils it down to this bottom line: it's engaged, substantive,…
Descriptors: Teacher Effectiveness, Educational Technology, Reflection, Literacy
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Gutzmer, Cara; Wilder, Phillip – Voices from the Middle, 2012
If we listen to them, the words of our students can provide a road map for instructional responses that meet their diverse literacy needs. In this article, Cara Gutzmer, a middle school literacy coach, and Phil Wilder, a teacher collaborator at the University of Illinois at Urbana-Champaign, discuss how a responsive teaching framework guided their…
Descriptors: Feedback (Response), Writing Processes, Poetry, Writing Improvement
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Allington, Richard L. – Voices from the Middle, 2011
At the minimum, one of every four middle school students will struggle to cope with the grade-level textbooks they are typically assigned to read. Few reading programs used in middle schools have any research evidence that they actually improve student reading proficiencies. Only three programs had even modest evidence of a positive effect, and…
Descriptors: Middle Schools, Textbooks, Reading Difficulties, Reading Programs
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Wozniak, Cheryl L. – Voices from the Middle, 2011
Reluctant and struggling readers, many of whom are boys, are placed in reading intervention classes; however, often the environmental conditions of these intervention classrooms are not conducive for fostering a student's love for reading. This article describes Cambourne's optimal conditions for literacy learning and the results from implementing…
Descriptors: Educational Strategies, Intervention, Reading Aloud to Others, Independent Reading
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Ivey, Gay – Voices from the Middle, 2011
Based on her experiences with the transformation of 8th-grade reading in one school, Ivey advocates for a substantial shift in what students read in English class and what is available to them in school. Middle school classrooms are in dire need of a book makeover, and this should be the first order of business when considering what to do for…
Descriptors: Middle Schools, Intervention, Reading Interests, Books
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Annamma, Subini; Eppolito, Amy; Klingner, Janette; Boele, Amy; Boardman, Alison; Stillman-Spisak, Stephanie J. – Voices from the Middle, 2011
The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits…
Descriptors: Learner Engagement, Evidence, Middle Schools, Oral Language
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Schmitt, Maribeth Cassidy – Voices from the Middle, 2011
Clay's work regarding how learners develop independent, strategic control over the process of constructing meaning from written texts indicates that all learners need a flexible repertoire of strategies as a network for: (a) "problem solving" or working on text on the run, (b) "self-monitoring" of the message for clarity and coherence, and (c)…
Descriptors: Scoring Rubrics, Problem Solving, Rhetoric, Middle School Students
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Robbins, Kristen – Voices from the Middle, 2011
This article chronicles how the process of reviewing and grading student written work became an integral part of a middle school teacher's writing workshop practice. In addition to discussing how reading student work can bring educators back to the heart of the profession (including the belief that spending time with drafts can reap more rewards…
Descriptors: Writing Workshops, Grading, Middle School Teachers, Writing Instruction
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