Masculine Literacy Instruction

The article Does Disciplinary Literacy Have a Place in Elementary School? written by Timothy and Cynthia Shanahan describes disciplinary literacy as an idea that educators should teacher their students specialized ways of reading, understanding, and thinking for different subjects. The materials for every subject are written in such different, unique ways, that it would be beneficial for a student to have an insight on how and why texts are written as they are. For example, historians only can rely on past findings by others, scientists can only rely on their own experiments/observations, and sometimes-narrative authors have a bias.

After they submitted the essay, teacher revises the essay, evaluate according to rubric, gives written feedback and students are asked to write second draft. Therefore, it makes the task a formative test. Because they are expected to write second and final drafts, this task can be considered as a process assessment. This task provides the opportunity to observe the development of students. In addition, the task has objective testing features. As the task has a rubric, which guides the students how they have to write and how their papers are scored. Moreover, our aim to give that homework is not compare the students to one another but to see whether they accomplish to write a successful essay regarding the rubric one by one. We try to have information about what the student can actually do in the language. Tests that are designed to provide this kind of information directly are said to be criterion-referenced (Hughes, 2003, p. 20). The course name is Advanced Reading and Writing Skills and the task is directly measure what the course aims. As Hughes (2003, p. 17) states that Testing is said to be direct when it requires the candidate to perform precisely the skill that we wish to

Bain (2012) defines disciplinary literacy in history as the necessary connections to improve the teachers ' capabilities to use reading and writing in history across different contexts and in a range of learners.

All participants in group 1, the social comparison condition, will receive the feedback sheet to show where they compare with the rest of the participants in the course. The participants will be manipulated to sit next to a participant that had the reciprocal score of what the individual received. Participants in group 2, the control group, will not be receiving the feedback sheet. Participants in both groups will receive a questionnaire that asks how the exam made them feel and how well they felt they did on the exam. There will be questions that ask how they feel they will do in the course. After the lecture has been presented to the class, the participants will then be given the second exam. Following the second exam, participants in group 1 will be receiving the feedback sheet while participants in group 2 will not be receiving the feedback sheet. All participants will receive a follow-up questionnaire in which they will be asked how they felt they compared to the rest of their peers, how the exam made them feel, what their self-esteem is after completing the

I conducted paired T-test, and saw the difference between pre-test and post-test of all students, group A and B.

For my students to improve their literacy skills they need to be proficient in reading and writing. Social Studies demands a lot of writing and reading for proficiency in the subject. To be a better Social Studies teacher I need to implement strategies that support student growth. Reading like a Historian has been one resource that is helpful in aiding student’s understanding of what history is. By having students use the skills historians use, students are immersed in the content. Sourcing, contextualization, periodization, and collaboration are just some of the skills that help students better understand the content of Social Studies. Writing will hand in hand with reading sources in my

Writing Essays: Essays can be set in such a way that every topic that is taught during the course can be assessed through it. In the five students case the topics like work-related harassment will require an essay on it. By writing an essay the main activities that the students will do will be research and also participate in thinking critically on the said topic as much as they will be expected to possess effective writing skills. By having the writing skills, the students will be assessed on the basis of their skill level and also

College presents various number of educational paths that a student may take. Some students choose to major in certain areas and minor in others to fortify them in their desired field of study. Each field contains its very own information, its own process, its own learning methods, and most importantly its own writing styles and forms. This is my third year studying in the field of Education. I have read many books, articles, journals and other pieces of information that have showed me who others in the particular major choose to express what they think or their findings. Throughout this paper I have handpicked three scholarly journals that truly emphasize the style of writing in the major of education. There are a lot of elements that can be observed to comprehend the form and style in which a paper is written such as paragraph and sentence length, subtitles, references word usage, visuals, and the structure of information. After carefully reading the journals and taking into consideration these elements, I came to the conclusion of which style is chosen by most writers in my field The style of form in my major can be described as experimental.

Other ways to improve this particular type of suvey is the pre-test and the post-test for more information. Information of the content is not just to understand the traits, but to comprehend the leadership criteria that is needed to piece the information of the traits together. The pre-test survey is where the actual confirmation of physical stress may be occurring and still could be the 5-point survey. The pre and post-test trial surveys would be done item-by-item comparisons by running a cross-tabs of each variable.

The quantitative data was represented by pre- and post-assessment scores from a standard type state

This problem stems from two issues: 1) education of preservice teachers and 2) emphasis on high stakes testing. First, elementary education programs focus on the modern two cores, English and mathematics, paying only lip service to science and social studies. This leads to teachers becoming unconformable with the content in these two subjects. This level of uncertainty produces a focus away from social studies and a focus on the other two contents. The second reason for the marginalization of social Studies in the elementary classroom is high stakes testing that places great importance on mathematics and English, but barely recognizes the role social studies plays in a student’s education. Teachers recognize this discrepancy and naturally chose to downplay the role of any subject other than English and mathematics. After all, they will be graded based on how their students do on the standardized test that places little focus on social studies.

c. I can use here t-test for dependent samples (because of the phrase “before and after”), since the same group of sample will measured twice, before a treatment, and after a treatment. Of course, we need to check if all the assumptions are met, such as normality, equality of variance and randomness of samples.

The second content strand for social studies addresses History/Social Studies Literacy. The description is “…competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.” In language arts, Standard Four addresses applying English language conventions. The overarching idea, “students apply the conventions of standard English in oral, written and visual communication” ties in

435). The major themes throughout the literature reviewed was the strategies that teachers could use to ensure that their students grasp the information taught, the value of historical fiction, and how to select text to use in the classroom. One of the major problems in classrooms today is that student’s do not understand the textbooks that are chosen for their social studies class. “The social studies textbook is laden with technical vocabulary that can be challenging for students” (Key La Vonne, 2010, p. 117). The articles were chosen based on their concerns centered on helping teachers strategize to foster literacy in social studies.

The initial approach uses three numerical variables: the scoreobtained by students in the course’s activities, the proposed scores by students and the difference between these two previous scores.