- Connecticut, United States
don leu
University of Connecticut, EDCI/Ed Psych, Faculty Member
This study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs (n = 19) were asked to write a joint essay on a controversial issue. First, the... more
This study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs (n = 19) were asked to write a joint essay on a controversial issue. First, the pairs discussed the topic freely in order to activate their prior knowledge. Next, they gathered source material on the Internet. Finally, they composed a joint essay. The data were collected using an interaction approach to verbal protocol data, along with video screen captures. In the analysis, three units were employed: episodes (n = 562), for describing online reading practices; utterances (n = 944), for identifying collaborative reading strategies; and collaborative reading patterns (n = 435) for clarifying how the student pairs constructed meaning and knowledge. Collaborative reading patterns were categorized according to a four-part model. A hierarchical cluster analysis was conducted to identify students’ collaborative reading profiles. Five collaborative reading profiles emerged: co-constructers (2 pairs); collaborators (2 pairs); blenders (6 pairs); individually oriented readers (4 pairs); and silent readers (5 pairs). Overall, it appeared that some students were capable of working as pairs whereas others had a stronger preference for working alone. Collaborative profiles might offer teachers both an evaluative and an instructional tool to support collaborative interaction in their classrooms.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: Literacy, Education, Educational Technology, Digital Humanities, Educational Psychology, and 16 moreLearning and Teaching, Adolescent Literacy, Learning Difficulties, New literacy studies, New Literacies, Reading, Pedagogy, Reading Comprehension, Digital Media And New Literacies, Struggling Readers, No Child Left Behind, New England, Curriculum and Pedagogy, Digital Media Learning, E Learning, and Public Policy
Systematically integrating technology with accepted practices for teaching reading in a balanced literacy education program, this book helps to develop insightful teachers empowered to make thoughtful decisions about reading instruction.... more
Systematically integrating technology with accepted practices for teaching reading in a balanced literacy education program, this book helps to develop insightful teachers empowered to make thoughtful decisions about reading instruction. Updated and extensively revised with new material throughout, this fourth edition features a balanced philosophical approach, systematically integrated instructional strategies, a more extensive treatment of literacy frameworks, and "authentic" voices from the classroom (e-mails from inservice and preservice teachers, and photo essays and vignettes from experienced teachers). Chapters in the book are: (1) "The Challenge and the Rewards"; (2) "Using Material and Method Frameworks for Literacy Instruction: Getting Started"; (3) "Developing a Literacy Framework"; (4) "The Central Role of Children's Literature"; (5) "Connecting Reading and Writing"; (6) "Emergent Literacy"; (7) &q...
Developed as the basic text for preservice teachers in an elementary reading methods course, this book aims to develop insightful teachers empowered to make logical reflective decisions about reading instruction. The book is an... more
Developed as the basic text for preservice teachers in an elementary reading methods course, this book aims to develop insightful teachers empowered to make logical reflective decisions about reading instruction. The book is an integrative text, based on the assumption that effective teachers of reading must understand both what to do during instruction and why it should be done. The book translates the most consistent research findings into practice, presents the major perspectives in reading education, describes a comprehensive range of instructional practices, and shows teachers how to select and modify practices that are consistent with their perspectives and the individual needs of students. Chapters in the book are: (1) The Challenge and the Rewards; (2) Developing a Literacy Framework; (3) Material and Method Frameworks: Applying Initial Insights about Reading; (4) The Central Role of Children's Literature; (5) Connecting Reading and Writing; (6) Facilitating Beginning Re...
Today, reading and reading instruction are being defined by change in even more profound ways (International Reading Association, 2002). New forms of information and communication technology (ICT) such as the Internet are rapidly... more
Today, reading and reading instruction are being defined by change in even more profound ways (International Reading Association, 2002). New forms of information and communication technology (ICT) such as the Internet are rapidly generating new literacies required to ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
... of Middle and Secondary Education and Instructional Technology, Georgia State University, Atlanta, Georgia Elizabeth A. Baker, EdD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri Kelly... more
... of Middle and Secondary Education and Instructional Technology, Georgia State University, Atlanta, Georgia Elizabeth A. Baker, EdD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri Kelly Chandler-Olcott, EdD, Reading and ...
Research Interests:
Abstract: Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations for the purposes of monitoring how well prepared they are for the challenges of the new information world.... more
Abstract: Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations for the purposes of monitoring how well prepared they are for the challenges of the new information world. The current paper provides an overview of the conceptual framework developed for the assessment of problem solving in technology-rich environments for the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). This covers the specific class of problems ...