Written expression is often difficult for students with and without learning disabilities. Research-based strategies to support this essential skill include self-regulated learning strategies, technology, and tools for planning and writing. This article describes a multifaceted technology-based writing intervention with embedded self-regulated…

The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme…

Recommendations for teaching the nature of science (NOS) are grounded in a deficit view of students and/or the public--wherein people accept pseudoscientific claims, particularly about evolution, because they do not adequately understand what counts as being "scientific." Under the deficit view, correct views of science are defined by…

The present study examines university students' perceptions of learning academic terminology and using specialised language, and discusses the consequences of their vision. The aim is to elucidate the relationship between academic culture, academic education and the construction of knowledge in higher education. The fields of meaning and the level…

A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as "good argumentative writing." In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a…

L2 writers likely perceive "good academic writing" as impersonal (Hyland, 2002; Shen, 1989; Tang & John, 1999). Yet research has shown that every linguistic and rhetorical choice that a writer makes--including, the presence/absence and different forms of self-mention--potentially reveals the writer's authorial identity (Ivanic,…

The purpose of this study was to examine how students used the elements of a historical argument to interpret how equality and opportunity affected marginalized groups in a given historical era. To do this, 150 eighth grade students wrote thirteen historical arguments, and submitted a written portfolio of their work at the end of the school year.…

We review literature that discusses generic example proving and highlight ambiguities that pervade our research community's discourse about generic example arguments. We distinguish between pedagogical advice for choosing good examples that can serve as generic examples when teaching and advice for developing generic example arguments. We provide…

It has been more than 3 years since Christine left us. She has left a lasting legacy of her academic brilliance among the science education community. This paper pays tribute to Christine's fine research work that has shaped and continues to shape science education research in the field of questioning and argumentation.

This study investigates how newcomers to the university setting integrate lexical bundles (LBs)--frequently recurring word sequences--into their writing by analyzing the bundles' "syntactic roles" (i.e., relations to larger structures). Previous studies have considered phrases and clauses as the main internal structures of LBs; however,…

Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article…

This study drew on observations of 40 secondary English language arts, history, and science lessons to describe variation in opportunities for students to engage in argumentation and possible implications for student engagement and learning. The authors focused their analysis on two broad dimensions of argumentation tasks: (1) "Instructional…

Previous corpus research on English for academic purposes (EAP) writing has analyzed how often additional language (L2) writers use words from the Academic Word List (AWL) (Coxhead, 2000), but few studies to date have explored how accurately those words are used. Therefore, the current study investigated how accurately and appropriately EAP…

This study aims to determine; (1) Differences in mathematics learning outcomes between learning with reciprocal teaching learning models and facilitator student models and explaining after controlling students' initial abilities; (2) Effect of interaction between learning models and learning independence on mathematics learning outcomes after…

The Common Core State Standards (CCSS) were adopted with broad bipartisan backing in 46 states in 2010. Yet by 2015 they had become a lightning rod for a range of critiques about the education system while public support declined precipitously and became increasingly partisan. Not coincidentally, the CCSS were also the first major education…