Learning to learn: Case studies of the process

Feathers, Karen M.; White, Jane H.

doi:10.1080/19388078709557915

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…In the research study the methodology of action research (Kemmis, 1988) was employed in conjunction with the techniques of participant-observation (Ball, 1988) and diary analysis (Feathers, 1987;Powell, 1985;Christensen, 1981). The notions of educational criticism (Eisner, 1985(Eisner, , 1977 and evaluation (Stake, 1975) informed the evaluation of the music curriculum units investigated.…”

Section: Methodsmentioning

confidence: 99%

Music Education and the Primary/Early Childhood Teacher: A Solution

Barrett¹

1994

Brit. J. Music. Ed.

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Music curriculum courses for generalist primary and early childhood teacher education students have tended traditionally to be heavily skill-intensive and instruction-based and reflective of the pedagogical methods of prominent music educators. In such learning experiences emphasis is generally placed upon the acquisition of skills dealing with notational and historical precedents and the development of some expertise in the areas of singing, playing and listening. Whilst these experiences provide students with valuable insights into traditional music education pedagogy, students who have a limited formal knowledge of music and who do not consider themselves to be musically articulate or literate frequently find such experiences alienating. Furthermore the teaching practices modelled through such programs tend to conflict with those advocated in other curriculum areas.In an attempt to redress this situation an action research study was undertaken in which compulsory music curriculum units for generalist primary and early childhood teacher education students were re-developed to place compositional experience at the heart of the music education enterprise. In developing a theoretical and philosophical base for the pre-service music education units a number of educational strategies common in other curriculum areas were examined and adapted for use in the music education classroom.Qualitative evaluation of the units has indicated that participating students whilst developing skills and knowledge in music and understanding of a range of teaching and learning strategies also perceive themselves to be more capable and confident as musicians.

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Section: Methodsmentioning

confidence: 99%

Music Education and the Primary/Early Childhood Teacher: A Solution

Barrett¹

1994

Brit. J. Music. Ed.

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“…Students engaged in text reformulation read a text, identify key ideas, and then compose a new text in a different genre that contains the key ideas (Beers, 2003). Also called story recycling (Feathers, 2004), the strategy is rooted in the idea that students draw from and develop reading and writing skills as they have to read a text closely, reread parts of the text, and reformulate ideas into a new medium and for a new audience and purpose. In this regard, a goal for using text reformulation is to build on the inherent reading and writing connection and foster each in practice.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy

DiCicco,

Shanahan

2023

J Adolescent & Adult Lit

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Engaging college students in purposeful academic tasks designed to foster both reading and writing competencies requires calculated decision‐making regarding the goals and benefits of the literacy tasks used in college courses. Consequently, we explore text reformulation as a literacy strategy that aims to enrich students' reading and writing competencies. Text reformulation, taking one text and recreating it in a new form, can be used to provide opportunities for students to develop reading and writing competencies like analyzing story details and sequencing, using mentor texts, and considering audience awareness. Drawing on recorded small group and whole class conversations, student work samples, and student reflections, this study considers how preservice teachers created meaning of an existing short story and applied it to new modalities. Implications for implementing text reformulation in middle, secondary, and college programs are highlighted, including orienting students to the task, teaching text structures, and guiding students through issues of purpose, audience, and tone.

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“…Edwards (1991) successfully used dialectical journals to develop students' critical thinking in response to a text; students wrote about their personal interpretations, analyzed characters, and solved problems through the use of journals. Feathers and White (1987) used journals to measure readers' metacognitive awareness; their study offers insights about student-text connections, the difficulties students experience when reading, and students' comprehension of text.…”

Section: Journals In the Literature Classroommentioning

confidence: 99%

Expressive Journal Writing for Comprehending Literature: A Strategy for Evoking Cognitive Complexity

Mulcahy-Ernt

Ryshkewitch²

1994

Reading & Writing Quarterly

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Whereas traditional reading instruction methods advocate text-based questions to guide students' thinking from literal comprehension to critical understanding of text, reader-based instruction promotes the use of journal writing for guiding comprehension. Through response journals, students are able to construct their own meaning of the text, making connections between the text and their own lives. We conducted a study in 11th-grade literature classes to determine the types and depths of cognitive complexity that readers of high, average, and low reading ability would exhibit when given either text-based comprehension questions or reader-based journal response writing assignments. Quantitative and qualitative analyses revealed significant differences between the two groups in type and depth of cognitive complexity, engagement with the text, and metacognitive processing.Which helps readers develop a fuller understanding of literary text-teacherdirected questioning or student-directed self-questioning through dialogue journals? In this article, we argue for a reader-response approach to classroom instruction of literary text as an alternative to the traditional text-based questions that are commonly used as a comprehension strategy. Expressive journal writing not only offers a platform for cognitive complexity, but also allows for individual differences in comprehension development. COMPREHENDING LITERATURE THROUGH WRITINGWhen a student moves into the secondary grades, the reading demands placed on him or her are much more diverse than those in the earlier grades. ComThe authors would like to acknowledge the invaluable assistance of several people involved in this study: Janet Emig, for providing overall guidance; Patricia Tudor, for coding the writing samples; John Young, for providing statistical assistance; and, last but not least, the llth-

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Learning to learn: Case studies of the process

Cited by 6 publications

References 5 publications

Music Education and the Primary/Early Childhood Teacher: A Solution

Music Education and the Primary/Early Childhood Teacher: A Solution

Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy

Expressive Journal Writing for Comprehending Literature: A Strategy for Evoking Cognitive Complexity

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