The Adventures of Weather Girland Cloud Man: What Pre-service Teachers Taught Usabout TeachingErin E MargarellaMatthew Uly...
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....
Theoretical Stance Social Constructive Lens – the  idea of how meaning is created  through interactions (Rosenblatt,  199...
Data Sources    Field notes from original study    Reflective notes from original     study    Researcher reflective jo...
Methods Reviewing, interacting  and discussing data Read and reread notes  looking for themes Composed individual  narr...
Weather Girl   Previous Thought- Teacher led    instruction     Teacher modeling   Shift in perception     Intellectua...
Cloud Man Previous Thought – Social  Construction Environmental Shift:  Rows to Groups Student Generated vs.  Teacher G...
Conclusion    Extended observation has     transformative power for     novice to experienced teachers.    Perceived soc...
References Bandura, A. (1977) Social learning theory. Englewood Cliffs, NJ:  Prentice Hall. Clay, M. (1975). What did I ...
References Fitzgerald, J. (2005). Multilingual writing in preschool  through twelfth grade: The last 15 years. In C.A.  M...
References Mertns, D. M. (2003). Mixed methods and the politics of  human research. The transformative-emancipatory  pers...
References Rosenblatt, L.M. (1994). The transactional theory of  reading and writing. In Theoretical Models and  Processe...
Questions? The Adventures of  Weather Girl andCloud Man: What Pre-   service Teachers   Taught Us about       Teaching   E...
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Fera Weather Girl - Cloud Man

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Fera Weather Girl - Cloud Man

  1. 1. The Adventures of Weather Girland Cloud Man: What Pre-service Teachers Taught Usabout TeachingErin E MargarellaMatthew Ulyesses BlankenshipJenifer J Schneider
  2. 2. Overview Original Study Context Theoretical Stance Data Source Methods Results  Weather Girl  Cloud Man Conclusion
  3. 3. 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.
  4. 4. 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.
  5. 5. 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
  6. 6. Methods Reviewing, interacting and discussing data Read and reread notes looking for themes Composed individual narratives and then compared
  7. 7. 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
  8. 8. Cloud Man Previous Thought – Social Construction Environmental Shift: Rows to Groups Student Generated vs. Teacher Generated Nice Looking vs. Nice Learning Enduring Observation
  9. 9. 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
  10. 10. 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
  11. 11. 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.
  12. 12. 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.
  13. 13. 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.
  14. 14. 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 – mublanke@usf.edu Jenifer J Schneider

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