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Grace, Emily; Griffis, Rachel B. – International Journal of Christianity & Education, 2018
This article is a small empirical study based on two assignments, both involving reading and writing, in two physics courses at a Christian college. Students read theological, philosophical, and scientific arguments and produced research papers. By performing interdisciplinary intellectual work, students considered the compatibility of science and…
Descriptors: Church Related Colleges, Christianity, College Science, Science Instruction
Balta, Elif Emine – Journal of Education and Learning, 2018
The purpose of this study was to investigate the relationships among students' argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007)…
Descriptors: Writing Skills, Anxiety, Metacognition, Grade 8
Denton, Ashley Waggoner – Psychology Learning and Teaching, 2018
Reflective learning entails a thoughtful learning process through which one not only learns a particular piece of knowledge or skill, but better understands "how" one learned it--knowledge that can then be transferred well beyond the scope of the specific learning experience. This type of thinking empowers learners by making them more…
Descriptors: Reflection, Journal Writing, Student Journals, Statistics
Armstrong, Abbigail; Ming, Kavin; Helf, Shawnna – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018
Content area literacy has an important role in helping students understand content in specific disciplines, such as mathematics. Although the strategies are not unique to each individual content area, they are often adapted for use in a specific discipline. For example, mathematicians use mathematical language to make sense of new ideas and…
Descriptors: Mathematics Instruction, Content Area Reading, Literacy, Teaching Methods
Loving, Roxanne – ProQuest LLC, 2018
Inspired by a recognition of high school students' frequent disengagement during reading and their lack of comfort and confidence with finding ways to engage with texts, the purpose of this research was to examine the impact of social-media formatted low-stakes writing tasks in the high school English classroom. Drawing from research on writing…
Descriptors: Social Media, High School Students, Grade 10, Writing (Composition)
Schat, Esther; van der Knaap, Ewout; de Graaff, Rick – Intercultural Communication Education, 2022
The construct of critical cultural awareness (CCA) is often regarded as an element pertaining to intercultural communicative competence (Byram, 1997, 2021). In this model, CCA is defined as the ability to "evaluate, critically, and on the basis of a systematic process of reasoning, values in one's own culture and other cultures" (Byram,…
Descriptors: Cultural Awareness, Scoring Rubrics, Secondary School Students, Literature Appreciation
Monte-Sano, Chauncey; Thomson, Sarah – History Teacher, 2022
Analytical reading and writing are embedded in a disciplinary approach to history instruction and present opportunities to extend students' literacy practices. U.S. educators and researchers have come to rely on the Document-Based Question (DBQ) to assess and develop students' historical knowledge and argument writing. However, this task has been…
Descriptors: History Instruction, Content Area Reading, Content Area Writing, Persuasive Discourse
Ward, Natalia; Schell, Robin Foster; Brown, Clara Lee; Thomason, Betty – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2019
Based on the relevant research that highlights the impact of pairing fiction and nonfiction texts around a specific theme or a topic for enhanced motivation and reading comprehension for English learners (ELs), this article describes ways to combine texts of various genres to promote ELs' language and literacy development. A middle school example…
Descriptors: Fiction, Nonfiction, Literacy Education, Second Language Learning
Priniski, Stacy J.; Rosenzweig, Emily Q.; Canning, Elizabeth A.; Hecht, Cameron A.; Tibbetts, Yoi; Hyde, Janet S.; Harackiewicz, Judith M. – Journal of Educational Psychology, 2019
Utility-value (UV) interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in science, technology, engineering, and mathematics fields. As researchers move toward scaling…
Descriptors: Intervention, Writing Assignments, Introductory Courses, Essays
Ignacio, Peter L.; McCurdy, Merilee; White, Jada; Auge, Madeline B.; Skinner, Christopher H.; Schwartz-Micheaux, Janet – Psychology in the Schools, 2019
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was…
Descriptors: Middle School Students, Writing (Composition), Cues, Learning Processes
Moreira, Patricia; Marzabal, Ainoa; Talanquer, Vicente – Chemistry Education Research and Practice, 2019
The central goal of this research study was to characterise the different types of reasoning manifested by high school chemistry students when building initial written explanations of a natural phenomenon. In particular, our study participants were asked to explain why a mixture of water and alcohol works as an antifreeze. Data collected in the…
Descriptors: Logical Thinking, Chemistry, Science Instruction, Scientific Concepts
Aull, Laura – Written Communication, 2019
Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between…
Descriptors: Undergraduate Students, Writing Assignments, Academic Language, Writing Research
Backman, Erik; Pearson, Phil; Forrest, Gregory John – Curriculum Studies in Health and Physical Education, 2019
The purpose of this paper is to describe, analyse and discuss the statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of movement courses. Drawing on Shulman's perspective of CK, this paper builds on qualitative analysis of in-depth…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Physical Education Teachers, Movement Education
McCune, Lori – PRIMUS, 2019
In the age of the internet, it is increasingly difficult to write homework assignments in a way that encourages students to struggle with a problem on their own without seeking answers from other sources. This is especially true in lower-level courses, where students often start with the attitude of "I can't do this." In this article, I…
Descriptors: Student Journals, Electronic Journals, Student Evaluation, Self Evaluation (Individuals)
Harrold, Peter – Research-publishing.net, 2019
The Xreading website provides students with access to an extensive virtual library of graded readers. Teachers can then use it to keep track of which titles the students access, the total number of words they read, their reading speed, and also whether they have completed post-reading quizzes. However, an overreliance on monitoring student…
Descriptors: Reading Programs, Web Sites, Integrated Learning Systems, Electronic Libraries