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Autor/inn/en | Slater, Wayne H.; Groff, James A. |
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Titel | Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students' Reading and Writing of Persuasive Text |
Quelle | In: Reading & Writing Quarterly, 33 (2017) 4, S.380-393 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1057-3569 |
DOI | 10.1080/10573569.2017.1294516 |
Schlagwörter | Critical Thinking; Case Studies; Instructional Effectiveness; Scores; Teaching Methods; Persuasive Discourse; Writing Strategies; Heuristics; Tutoring; Prewriting; Grade 10; High School Students; Minority Group Students; Scaffolding (Teaching Technique); African American Students; Reading Instruction; Reading Materials; English Instruction; Essays; Maryland Kritisches Denken; Case study; Fallstudie; Case Study; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Schreibtechnik; Heuristik; Förderkonzept; Nachhilfeunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Leseunterricht; English langauage lessons; Englischunterricht; Essay; Aufsatzunterricht |
Abstract | Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with prewriting/invention in identifying and constructing claims and supports in the writing of their persuasive papers. Compared to baseline scores derived from their previous persuasive papers, the 8 participants scored higher on the dimensions of (a) development, organization, focus, and clarity and (b) voice but at almost the same level on the dimension of conventions. Based on interactions with the participants, we are convinced that the stases used as a reading and writing strategy offer a potentially powerful heuristic in bridging the gap between the more abstract Toulmin model and the practical and strategic challenge of filling the slots in that model. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |