Organizing Literacy Classrooms for Effective Instruction

Reutzel, D. Ray; Clark, Sarah

doi:10.1002/trtr.01013

Cited by 16 publications

(8 citation statements)

References 11 publications

(10 reference statements)

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“…He goes on to say, that the movement toward the information age has shifted to the attention of good thinking as an essential element of the success of life. In line with that opinion, Chaffee (1985), Paul (1995), Rezaei, et al (2011) mentioned that improving students' critical thinking skills is the core of meaningful education.…”

Section: Critical Thinking With Environmental-based Learningmentioning

confidence: 89%

Learning Based on Environment as Stimulus to Think Critical in Learning the Indonesian Language in the 3t Area

Erwin

2018

isllac

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There has been a tremendous jump in the dynamics of learning in the 21st century Era today. Innovation of learning increasingly experienced development, ranging from digital, online, blended, multimodal, and some other innovations created as an alternative that is deemed to overcome learning difficulties in education. This paper is presented as an affirmation, that there are exceptions that must be adjusted to the learner in the 3T area, due to the lack of educational infrastructure. Therefore, the innovation of environmentbased learning can be an alternative as a stimulus to hone students thinking crisis in learning Indonesian. This paper presents some important points, namely: (1) Learning Indonesian Phenomenon. (2) Problem of Indonesian Language Learning in 3T Areas. (3) Environment Learning and Environmental Use in Learning. (4) Critical Thinking with Environmental-Based Learning. (5) Lessons Learned in 3T Areas Using Environmental-Based Learning.

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Section: Critical Thinking With Environmental-based Learningmentioning

confidence: 89%

Learning Based on Environment as Stimulus to Think Critical in Learning the Indonesian Language in the 3t Area

Erwin

2018

isllac

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“…A description of these explicit lessons can be found in Reutzel and Clark (2011). Explicit lesson topics were selected based on data gathered from reading assessments.…”

Section: Methodsmentioning

confidence: 99%

An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?

Clark

Read

2012

Journal of Early Childhood Teacher Education

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This quantitative study examined the effectiveness of pairing preservice teachers with young readers during a 9-week reading methods course to participate together in reading-related activities and partner journaling. It was hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences. Suggestions are made to assist preservice teachers make stronger connections between hands-on, authentic experiences and their ability to perform tasks required of reading teachers.

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“…The process is conducted together with educators and fellow students in the scope of internal class activities. Internal factors of the academic class include: student ability in the field of study, class schedule, class size, exam results, learning tools, homework, classroom environment, complexity of subject matter, teacher role in class (Reutzel, 2011;Abdullah et.al., 2012). Classrooms are accepted as the primary environment in learning in educational institutions therefore lecturers should apply the principle of student centered class following the 5 key changes although learning can be done elsewhere (Hill 2007;Weimar, 2013;Fahraeus, 2013;McGahaGarnett, 2013).…”

Section: Understanding Rules Factors Of Academic Behavior and Impacmentioning

confidence: 99%

Impacted Factors of Academic Achievement of the Timorese Student Studying in Indonesia

Costa¹,

Hanurawan²,

Atmoko³

et al. 2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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Abstract:The purposes of this study is to explore those two impacted factors of academic achievement of the student of Timor Leste who are staying in Indonesia. These factors are academic behavior and extrinsic motivation. The method which was used to analysis the data was multiple regression. The research involved those 4.450 Timorese student in Indonesia, the sample were 300 student that was determined with multistage cluster random sampling. The data been collected with Likart Scale which was distributed directly to the samples. Data being analysis with multiple regression. The result of shown that there were 4% highest, 52% were high, 25% are medium and 19% are low. In regarding to the impact academic behavior, extrinsic learning motivation on academic achievement shown that academic behavior are 35.8% on academic achievement, Extrinsic leaning motivation are 54,1% on academic achievement of Timorese student, who are studying in Indonesia.

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Organizing Literacy Classrooms for Effective Instruction

Cited by 16 publications

References 11 publications

Learning Based on Environment as Stimulus to Think Critical in Learning the Indonesian Language in the 3t Area

Learning Based on Environment as Stimulus to Think Critical in Learning the Indonesian Language in the 3t Area

An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?

Impacted Factors of Academic Achievement of the Timorese Student Studying in Indonesia

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