Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

TEACHING METHODS AND CURRICULUM (38 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Action in Teacher Education     Hybrid Journal   (Followers: 81)
Ámbito Investigativo     Open Access   (Followers: 10)
Éducation & Didactique     Open Access   (Followers: 4)
Educational Studies in Mathematics     Hybrid Journal   (Followers: 17)
Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an     Full-text available via subscription  
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 12)
International Journal of Education through Art     Hybrid Journal   (Followers: 16)
International Journal of Learning and Change     Hybrid Journal   (Followers: 13)
International Journal of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 30)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
ISAA Review     Full-text available via subscription   (Followers: 1)
Jahrbuch für Pädagogik     Full-text available via subscription   (Followers: 2)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Learning Spaces     Open Access   (Followers: 14)
Journal of Montessori Research     Open Access   (Followers: 6)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Jurnal Pendidikan Nonformal     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Middle School Journal     Hybrid Journal   (Followers: 4)
Mimbar Sekolah Dasar     Open Access  
Profile Issues in Teachers´ Professional Development     Open Access   (Followers: 6)
Psychology Learning & Teaching     Full-text available via subscription   (Followers: 10)
Reading and Writing     Hybrid Journal   (Followers: 21)
Revue française de pédagogie     Open Access   (Followers: 4)
RMLE Research in Middle Level Education     Open Access   (Followers: 2)
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Technology of Education Journal     Open Access   (Followers: 8)
Tréma     Open Access   (Followers: 1)
Writing & Pedagogy     Hybrid Journal   (Followers: 17)
Yearbook of the National Society for the Study of Education     Hybrid Journal   (Followers: 2)
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Similar Journals
Journal Cover
Writing & Pedagogy
Number of Followers: 17  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1756-5839 - ISSN (Online) 1756-5847
Published by Equinox Publishing Homepage  [28 journals]
  • Introduction to the Special Issue on writing research in Scandinavia

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      Authors: Gustaf B Skar, Kristine Kabel, Caroline Liberg, Jesper Bremholm
      Pages: 1 - 5
      PubDate: 2022-07-02
      DOI: 10.1558/wap.22133
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • A review of Scandinavian writing research between 2010 and 2020

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      Authors: Jesper Bremholm, Kristine Kabel, Caroline Liberg, Gustaf Bernhard Uno Skar
      Pages: 7 - 49
      Abstract: Scandinavian writing research forms a relatively new field, with an increased number of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles’ research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students’ Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocultural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of methodological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21637
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • A framework for identifying early writing development

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      Authors: Kristine Kabel, Jesper Bremholm, Jeppe Bundsgaard
      Pages: 51–8 - 51–8
      Abstract: In this article, we present a novel framework for identifying young students’ writing development in the first years of primary school (age 6–8 years). It was developed to analyse a large number of student texts (n = 803), all in the format of digitised books, as part of the large-scale Danish research project titled Teaching Platform for Developing and Automatically Tracking Early Stage Literacy Skills (ATEL, 2018–2023). In this project, based on a text-oriented model of writing, we aim to gain insights into less considered dimensions of emergent writing. Specifically, we consider how young students construct sentences and expand their meaning-making repertoires in this regard, as well as how they tie a whole text together and begin to express interpersonal meaning. In developing the framework, we took inspiration from both formal and functional linguistic approaches to young students’ writing development and constructed a comprehensive framework to examine the first steps into ways of communicating through writing in school. Furthermore, through a theory-and data-driven process, we developed the framework to suit emergent writing in the educational and language context in Denmark. In addition to presenting the framework in this article, we discuss its limitations and potentials for research and practice.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21467
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Validating scales for the early development of writing proficiency

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      Authors: Jeppe Bundsgaard, Kristine Kabel, Jesper Bremholm
      Pages: 89–1 - 89–1
      Abstract: This paper aims to validate scales for the early development of writing proficiency based on a framework used to linguistically describe multiple dimensions of writing development in 6–9 year-old Danish-speaking students and to lay the statistical foundation for empirically describing proficiency levels in emergent writers. The analysis is based on the Rasch model and was conducted on texts (n = 803) written by Year 0–2 students using the computer app WriteReader. The paper introduces both the model and the theory behind it, including the rationale for using this model, and it presents the main analytical steps taken and decisions made in the study, which is part of the large-scale Danish research project entitled Teaching Platform for Developing and Automatically Tracking Early Stage Literacy Skills (ATEL, 2018–2023). The results show that it is possible to identify detailed levels of early writing development in four dimensions: 1) text construction, 2) sentence construction, 3) verbals, and 4) modifiers.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21491
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Proficiency scales for early writing development

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      Authors: Jesper Bremholm, Jeppe Bundsgaard, Kristine Kabel
      Pages: 121– - 121–
      Abstract: Despite the growing prominence of writing in both educational contexts and society at large, research-based knowledge about the development of writing remains lacking, particularly regarding the developmental trajectories that students pass through as they encounter and grapple with the complex system of more formal writing during their primary years of school. This article presents a study that examined writing development in Danish primary grade students (ages 6 to 8) from a linguistic perspective to identify developmental patterns in students’ writing skills during these years. In the study, we applied a multidimensional analytical framework based on a text-oriented model of writing, for the coding of a large number of digitalised student texts (N=803). Subsequently, we analysed the coding results using statistical Rasch theory. Through this procedure, we were able to identify developmental patterns in the students’ writing in the form of different proficiency groups along four textual dimensions and to describe a number of linguistic levels for each dimension. Furthermore, the article discusses didactic potentials and limits from using proficiency groups when teaching writing in primary grades.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21490
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Audience awareness in elementary school students’ texts

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      Authors: Gustaf B Skar, Arne Johannes Aasen, Anne H Kvistad, Marita B Johansen
      Pages: 155– - 155–
      Abstract: In this study, we investigated audience awareness characteristics in elementary school students’ texts. To achieve this goal, we used a cross-sectional study design and sampled texts from 90 students in grades 1–3 (N = 270). These texts formed a corpus that was qualitatively analyzed by the research team. We used descriptive statistics to identify audience awareness patterns. Based on previous research, we expected to find considerable variation within and between grades. Therefore, we posed the following two research questions: (1) What characterizes audience awareness within grades 1–3' and (2) How does audience awareness develop between grades 1–3' We found that students used various rhetorical moves oriented toward the audience, such as greetings and closings, meta-text, explanations, and justifications. The results indicated that the students exhibited several characteristics related to audience awareness in all three grades. However, the variation within the grades was significant, while the variation between the grades was less pronounced.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21541
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Teachers’ talk about young students’ writing of narrative and
           informational texts

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      Authors: Caroline Liberg, Jenny Wiksten Folkeryd, Åsa af Geijerstam, Anna Nordlund
      Pages: 181– - 181–
      Abstract: Previous research has shown that teachers’ knowledge of a functional metalanguage plays a central role in supporting students’ writing development. However, only a few of these studies have focused on primary school teachers and their use of metalanguage in various text types. The aim of this study was to investigate how primary school teachers talk about young students’ (ages 7–9) narrative and informational texts before and after taking part in professional development workshops presenting different language resources and accompanying metalanguage. These resources represent a broader view of language than the more formal tradition offered to primary school teachers in Sweden.
      The results showed that after participating in the workshops, the teachers had broadened their repertoires concerning what aspects they talk about and how they talk about them; that is, their talks became more text-specific and extensive, and they used a formal metalanguage to a greater extent. These results are discussed in relation to the tradition of writing instruction used in primary grades in Sweden and the teachers’ pathways to broadening their repertoire of metalanguage. Also discussed is the potential a broader language view in early grades may have in supporting students’ writing development throughout their school years.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21544
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Teachers’ talk about giving feedback to young text writers, and about
           giving feedback on handwritten and typed texts

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      Authors: Vibeke Rønneberg, Camilla Nilsen
      Pages: 207– - 207–
      Abstract: There is little research on teachers’ thoughts about giving feedback to young text writers. This study aims to contribute more knowledge about this by interviewing four primary school teachers about their thoughts about giving feedback on texts written by young writers. A second aim for this study is to contribute more knowledge about how writing medium might affect what potential teachers see for giving feedback on different aspects of a text. Finally, the study investigates which discourses of writing become visible when teachers talk about giving feedback on texts written by young writers.
      Findings indicate that overall teachers report that they give oral feedback to beginning writers, and they say it is important to have a positive focus. When teachers talk about what feedback they would have given examples of student texts, they have a tendency to focus on local aspects of the text. Interestingly, even in digital texts where some local aspects are occluded, there is a focus on local level. A review of the answers given by the teachers in this study indicates that most responses represent a skill discourse.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21501
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Linguistically based scales for assessment of young students’
           writing

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      Authors: Åsa af Geijerstam, Jenny W Folkeryd, Caroline Liberg
      Pages: 227– - 227–
      Abstract: This study addresses the question of how different aspects of students’ writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6–9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.21504
      Issue No: Vol. 13, No. 1-3 (2022)
       
  • Identifying texts in the Warning Zone

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      Authors: Gustaf B Skar, Anne H Kvistad, Marita B Johansen, Gert Rijlaarsdam, Arne Johannes Aasen
      Pages: 267– - 267–
      Abstract: This article addresses the basis for the development of the screening tool Norwegian Early Writers Signal (NEWS). The aim of the study was to develop a tool for teachers in grades 1–3 to identify student texts in ‘the Warning Zone’, i.e., texts that signal insufficient overall text quality associated with students in need of extra instructional support. Text norms were elicited from a panel of 14 experts in a standardsetting seminar. The standard-setting procedure was a benchmarking-like approach in which panelists chose texts that according to their judgement were in the Warning Zone. Additionally, in an online questionnaire, data on experts’ expectation growth pattern for eight text quality aspects in grades 1–3 were collected. Furthermore, student texts in the Warning Zone were marked and then included in the screening tool to concretize the norms, showing that texts in this zone can take several shapes. The article discusses what steps can be taken to further validate and implement the NEWS tool.
      PubDate: 2022-07-02
      DOI: 10.1558/wap.22095
      Issue No: Vol. 13, No. 1-3 (2022)
       
 
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