A course was developed which offers opportunities for prospective teachers to transform their prior experiences with teaching, writing, and children as they began to assume the role of the teacher. The course breaks with the ordinary understanding of beginning teachers in three ways: (1) instead of placing writing in genre boxes, writing is viewed…

At Borough of Manhattan Community College in New York City about a dozen teachers teach English composition in a special room (N779): 25 computers along the 4 walls frame the large arena in the center which holds several work tables, each one surrounded by 6 chairs. The room is an eco-system designed for learning about text production. The most…

Stories about teaching practice, as used in professional teacher education, are a valuable source of information about teaching and a worthwhile reflective exercise. As experienced teachers and preservice students shared and collaborated on writing stories in courses at a university in Australia, students gained a better understanding of…

Offers peer-response groups as a method for teaching composition. Discusses published and student models, practicing in class with a teacher's draft, and how to form and run peer-response groups. Lists five observed qualities of successful groups, and describes how the teacher fits into the process. Includes examples from students' papers. (PRA)

Proposes that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what is known about social development. Examines instructional strategies (Concept Oriented Reading Instruction, Discussion Webs, collaborative writing, learning logs, and divided page journals) that promote middle school…

This paper looks at the employment of metalanguage by advanced English L2 users engaged in Dictogloss, a form-focused collaborative writing task, and compares it with that in an earlier study of intermediate learners. First, three commonly employed types of metalinguistic terms are recognised, listed and compared with those reported in a study of…

An online collaborative writing project was carried between two report writing classes from two separate institutions, Nanyang Technological University (NTU) and Singapore Polytechnic (SP). The aim was to test how successfully a peer-to-peer mentoring system could be established using asynchronous and synchronous communication features. The…

Critical reflection plays an integral part in independent problem-solving and self-regulated learning. Metacognition, which is knowledge of a task and of the thinker's own cognitive processes, and monitoring, the ability to assess and adapt thinking when problems become apparent, are elements of reflective thinking. Research shows that experienced…

There is need for clarification of what is being called "process writing," for, in many cases, children are inappropriately being trained to follow a professional writing model. A serious problem with the use of the writing process approach is that very little is actually known about the writing process. Writing is supremely complex and…

Explains how instructors can use a journal assignment to facilitate and monitor student groups without directly participating in them. Shows how students learn how to run groups that succeed. (EL)

Describes the use of local area networks (LANs) in basic college composition instruction. Offers examples of interchanges between student writers and peers reacting to compositions. Argues for freer student use of classroom networks in open discourse, as excessive limits on network use eviscerate its potential. (SG)

The focus of this literature review addresses the opportunities that new media can have for design and technology education at the university level. Advances in public and technology interaction has changed drastically with the impact of New Media and Information and Communication Technologies (ICTs). This research investigates the role of New…

In this article the author, discusses how the National Writing Project (NWP) prepares participating teachers for leadership roles by demonstrating their most effective classroom practices, studying research, and improving their knowledge of writing by becoming writers themselves. NWP prepares teachers to articulate and interrogate their practice…

This 44-item bibliography presents annotations of video resources for the teaching of literacy that feature instructors who effectively put theory into practice--videos that portray literacy teachers and learners in action. To preserve the aesthetic integrity of individual videos produced as part of a series, individual videos are not classified…

This casebook is part of a set of materials written by the members of the Making Thinking Visible Project. It presents the multiple perspectives of various members of the project (high school, college, and community college teachers) as they began to use collaborative planning in unique and different ways. It offers 21 articles in three sections…