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Tuulikki Alamettala - One of the best experts on this subject based on the ideXlab platform.

  • information Literacy Instruction methods for lower secondary education in finland
    European Conference on Information Literacy, 2015
    Co-Authors: Tuulikki Alamettala
    Abstract:

    This paper presents a research plan about information Literacy Instruction methods for lower secondary education in Finland. The aim of the research is to develop new practices for information Literacy Instruction in collaboration with the teachers by applying a design-based research approach. Guided Inquiry, a teaching model for information Literacy, is used as the pedagogical framework. The research will be conducted as a longitudinal intervention study in a Finnish comprehensive school (grades 7–9). Three modules for information Literacy Instruction will be designed in cooperation with teachers who have been familiarized with the Guided Inquiry model. The modules will be integrated into three courses taking place during one school year. After evaluation and redesign, the modules will be tested with new pupils the following year. Selected classes not exposed to the intervention are studied as a control group.

  • ECIL - Information Literacy Instruction Methods for Lower Secondary Education in Finland
    Communications in Computer and Information Science, 2015
    Co-Authors: Tuulikki Alamettala
    Abstract:

    This paper presents a research plan about information Literacy Instruction methods for lower secondary education in Finland. The aim of the research is to develop new practices for information Literacy Instruction in collaboration with the teachers by applying a design-based research approach. Guided Inquiry, a teaching model for information Literacy, is used as the pedagogical framework. The research will be conducted as a longitudinal intervention study in a Finnish comprehensive school (grades 7–9). Three modules for information Literacy Instruction will be designed in cooperation with teachers who have been familiarized with the Guided Inquiry model. The modules will be integrated into three courses taking place during one school year. After evaluation and redesign, the modules will be tested with new pupils the following year. Selected classes not exposed to the intervention are studied as a control group.

Marie A. Warren - One of the best experts on this subject based on the ideXlab platform.

  • Enhancing Literacy Instruction for Fluent Readers in the Early Elementary Grades
    SSRN Electronic Journal, 2012
    Co-Authors: Marie A. Warren
    Abstract:

    Local school districts are under pressure to have elementary reading teachers understand how phonics, during teacher-led small group Literacy Instruction, can help students who read below grade level. Elementary teachers need research-based strategies regarding which reading Instructions of letter-sound components are necessary to help students with daily reading. This study was grounded in social-cognitive theory. The purpose of this qualitative case study was to examine why students who are already grade level readers need to receive this additional Literacy Instruction. The primary research question focused on whether or not elementary students reading at grade level should continue to receive teacher-led small group Literacy Instruction, including phonics, throughout the school year. Data were collected from 12 elementary teachers, who completed a survey regarding their views towards Literacy Instruction, from 4 of those teachers who participated in semi-structured face-to-face interviews and classroom observations, and documents. Themes were developed using qualitative case study analysis. Findings revealed that Instruction in reading fluency and letter or sound development improved students’ reading fluency. Teachers and school administrators at the data site and teacher organizations may benefit from having an awareness of the benefits of additional letter-sound Instruction for grade 2 students. The awareness of the benefits of additional letter-sound Instruction has implications for positive social change by increasing grade 2 students’ reading fluency.

  • Why Does Teacher-Led Small Group Literacy Instruction Matter?
    SSRN Electronic Journal, 2011
    Co-Authors: Marie A. Warren
    Abstract:

    Why does teacher-led small group Literacy Instruction matter? Elementary reading teachers can use teacher-led small group Literacy Instruction to assist students. The purpose of this qualitative case study was to examine why teacher-led small group Literacy Instruction matters. Data were collected from 5 elementary teachers. Findings revealed that teacher-led small group Literacy Instruction can improve students’ reading fluency.

Emily Drabinski - One of the best experts on this subject based on the ideXlab platform.

Ann A. O'connell - One of the best experts on this subject based on the ideXlab platform.

  • Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms
    Early Education and Development, 2016
    Co-Authors: Kristin S. Farley, Shayne B. Piasta, Mine Dogucu, Ann A. O'connell
    Abstract:

    ABSTRACTResearch Findings: The present study assessed the extent to which early childhood educators utilized small-group Literacy Instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group Literacy Instruction. Educators completed questionnaires indicating classroom adult:child ratios, Literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and Instructional support measured the quality of classroom management and Instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group Literacy Instruction a day. It is notable that many educators provided little or no small-group Literacy Instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality i...

Zhao Jia - One of the best experts on this subject based on the ideXlab platform.