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Showing 1 to 15 of 86 results Save | Export
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Whitney, Anne – Research in the Teaching of English, 2008
Teachers who have participated in Summer Institutes of the National Writing Project (NWP) have often claimed "it changed my life." What do teachers mean when they say this? What does it mean to "transform" in a professional development setting, and what might researchers and professional development providers gain from an…
Descriptors: Feedback (Response), Teacher Improvement, Professional Development, Institutes (Training Programs)
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Solsken, Judith W. – Research in the Teaching of English, 1993
Discusses the ongoing dialogs concerning paradigm shifts in education, especially with regard to English instruction. Describes one teacher's experiences with the issue of paradigm shift in the form of a blues song. Shows how teachers can move beyond the questions of paradigms. (HB)
Descriptors: English Instruction, Higher Education, Models, Research Methodology
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Hillocks, George, Jr.; And Others – Research in the Teaching of English, 1983
Examines the effects on writing of involving students in using strategies of defining as inquiry, versus the effects of their analyzing and initiating model definitions. (HOD)
Descriptors: College Students, Definitions, Higher Education, Inquiry
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Freedman, Aviva – Research in the Teaching of English, 1993
Discusses how the notion of genre has recently been reconceived by theorists. Questions whether the explicit teaching of genre features and rules enhance the acquisition of such genres by students. Provides tentative responses to this question. Argues for more focused research of this question. (HB)
Descriptors: English Instruction, Higher Education, Literary Genres, Teaching Methods
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Williams, Joseph M.; Colomb, Gregory G. – Research in the Teaching of English, 1993
Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Reviews Freedman's argument. Disagrees with Freedman's conclusion that explicit instruction is not useful. Argues that research indicates that explicit instruction of genres can be beneficial to students. (HB)
Descriptors: English Instruction, Higher Education, Literary Genres, Teaching Methods
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Freedman, Aviva – Research in the Teaching of English, 1993
Responds to two critiques of her own article published in the same issue of the journal. (HB)
Descriptors: English Instruction, Higher Education, Literary Genres, Teaching Methods
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Neff, Joyce Magnotto – Research in the Teaching of English, 1998
Examines, using grounded theory methods, an interactive, televised writing course taught via Teletechnet, a distance-education program at Old Dominion University. Shows how technology affects a writing classroom and influences the construction of students as writers. Suggests that institutional contexts are reconfigured in televised instruction as…
Descriptors: Distance Education, Higher Education, Teacher Student Relationship, Telecourses
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Pettigrew, Joan; And Others – Research in the Teaching of English, 1981
Provides a description of writing instruction in the classrooms of eight elementary school teachers that was developed through the procedure of progressive coding. Calls into question some common assumptions about writing instruction and the present institutional ways of supporting it. (HOD)
Descriptors: Classroom Observation Techniques, Elementary Education, Teacher Effectiveness, Teacher Participation
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Larson, Richard L. – Research in the Teaching of English, 1993
Discusses how English instruction has changed in recent decades, and questions whether the changes constitute a real "paradigm shift." Outlines the historical discussion regarding the changes as paradigm shift. Shows how paradigms have often come into sharp opposition through cultural exchanges. Advocates a constructivist paradigm. (HB)
Descriptors: Educational Trends, English Instruction, Higher Education, Models
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Smith, William L.; Hull, Glynda A. – Research in the Teaching of English, 1983
Examined whether instruction on a single structure (the relative clause, the appositive, and the infinitive nominal) would alter frequency of use or global syntactic complexity and whether this instruction lasted beyond the immediate posttest. (HOD)
Descriptors: College Freshmen, Measurement Techniques, Sentence Combining, Sentence Structure
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Williams, J. D.; Alden, Scott D. – Research in the Teaching of English, 1983
Concludes that extrinsically motivated students tend to view writing as unimportant, that they would not take a composition course if it were not required, and that they do not enjoy writing. (FL)
Descriptors: College Freshmen, Higher Education, Student Attitudes, Student Characteristics
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Spaulding, Cheryl L. – Research in the Teaching of English, 1989
Investigates the differential effects of ownership opportunities and instructional support on the writing-task engagement of high school students reporting low-, mid-, and high-levels of writing self-efficacy. (RAE)
Descriptors: Grade 11, Learning Theories, Secondary Education, Self Efficacy
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Joram, Elana; And Others – Research in the Teaching of English, 1992
Investigates whether more frequent revising throughout composing interferes with the constructive processes of composition of eighth graders. Finds that the effects of word processors interact with individual student differences. Suggests that researchers and writing teachers need to consider these potential differences when prescribing word…
Descriptors: Grade 8, Junior High Schools, Revision (Written Composition), Word Processing
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Jenson, Richard M. – Research in the Teaching of English, 1992
Examines whether accelerated college writing courses are an effective alternative to regular courses in developing writing skills. Finds that accelerated courses were less effective than the regular courses with respect to writing attitudes and percentages of student essays judged competent. (PRA)
Descriptors: Acceleration (Education), Higher Education, Instructional Effectiveness, Writing Attitudes
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Fahnestock, Jeanne – Research in the Teaching of English, 1993
Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Questions Freedman's conclusions by asking how "explicit instruction" and "genre" should be defined. Considers how craft, as opposed to a body of knowledge, can be learned. (HB)
Descriptors: English Instruction, Higher Education, Literary Genres, Rhetorical Criticism
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