The Adventures of Weather Girland Cloud Man: What Pre-service Teachers Taught Usabout TeachingErin E MargarellaMatthew Ulyesses BlankenshipJenifer J Schneider
Overview Original Study Context Theoretical Stance Data Source Methods Results Weather Girl Cloud Man Conclusion
Original Study Context Research Assistants for a Study involving writing instruction through iPad infusion. Tasked with observing pre-service teacher and student interactions for two small groups at a medium sized catholic school. Met once weekly for four hours and then the research team met to discuss observations.
Theoretical Stance Social Constructive Lens – the idea of how meaning is created through interactions (Rosenblatt, 1994; Bandura, 1977) There must be social interaction between two or more people to create meaning. In this case, it was the group of students, preservice teachers, professor and each other.
Data Sources Field notes from original study Reflective notes from original study Researcher reflective journal Notes from our discussions Researcher memory (confirmed by other sources) Output from Original Study
Methods Reviewing, interacting and discussing data Read and reread notes looking for themes Composed individual narratives and then compared
Weather Girl Previous Thought- Teacher led instruction Teacher modeling Shift in perception Intellectual freedom for students Fewer academic limitations Focused attention on student interest High interest increased achievement
Cloud Man Previous Thought – Social Construction Environmental Shift: Rows to Groups Student Generated vs. Teacher Generated Nice Looking vs. Nice Learning Enduring Observation
Conclusion Extended observation has transformative power for novice to experienced teachers. Perceived social construction to true socially constructed experiences in the classroom. Increased academic freedom for students leads to an increase in student achievement
References Bandura, A. (1977) Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Clay, M. (1975). What did I write? Portsmouth, NH: Heinemann. Coker, D. (2007). Writing instruction for young children. In S. Graham, C.A. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing Instruction (pp. 101-118). New York, NY: Guilford. Dewey, J. (2005). Art as Experience. New York: Perigee Trade. Fitzgerald, J. (2005). Multilingual writing in preschool through twelfth grade: The last 15
References Fitzgerald, J. (2005). Multilingual writing in preschool through twelfth grade: The last 15 years. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 337-354). New York, NY: Guilford Press Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In C.M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum. Merriam, S.B. (2009). Qualitative research: a guide to design and implementation.San Fransisco, CA: Jossey-Bass.
References Mertns, D. M. (2003). Mixed methods and the politics of human research. The transformative-emancipatory perspective. In A. Tashakkori& C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 135-164). Thousand Oaks, CA: Sage. Moje, E. (2002). Re-framing adolescent literacy research for new times: Studying youth as a resource. Reading Research and Instruction, 41, 211-228. Pressley, M., Mohan, L., Fingeret, L., Reffitt, K., Raphael- Bogaert, R. (2007). Writing instruction in engaging and effective elementary settings. In S. Graham, C.A. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing Instruction (pp. 13-27). New York, NY: Guilford.
References Rosenblatt, L.M. (1994). The transactional theory of reading and writing. In Theoretical Models and Processes of Reading (pp. 1363-1398). Newark, DE: International Reading Association. Schlagal, B. (2002). Classroom spelling instruction: History, research, and practice. Reading Research and Instruction 42, 44-57. Vygotsky, L. (1986). Thought and Language. Boston: MIT Press.
Questions? The Adventures of Weather Girl andCloud Man: What Pre- service Teachers Taught Us about Teaching Erin E Margarella - Erin Margarellaerinmargarel@usf.edu Matthew Ulyesses Blankenship – firstname.lastname@example.org Jenifer J Schneider