Search results for: Adolescents
Page 2/2 16 items
Research indicates that empowering future teachers as reflective professionals requires teacher education programmes to structure learning experiences that model reflective practice and facilitate the development of engaged learning communities. Through case study research this group of preservice teachers was able to gain a contextual understanding of early adolescents that not only impacted their perception and understanding of the target age group, but also allowed them to negotiate their preconceptions.
Updated: Dec. 09, 2009
Composition Matters: Multi-Context Informal Mentoring Networks for Low-Income Urban Adolescent Girls Pursuing Healthcare Careers
This study examines the composition of informal mentoring networks utilized by low-income urban adolescent girls with healthcare college and career aspirations. 60 ethnically diverse students in their third year of secondary school were included in this study. These students participated in a survey about their future educational and career plans and the persons providing support for their future plans. Results suggest that diversely composed, or multi-context, informal mentoring networks are effective in supporting adolescents in their educational and career pursuits.
Updated: Jun. 25, 2009
In order to develop an understanding of mentoring on high risk adolescent girls, the article explores the relationship between 'Little Sisters' and 'Big Sisters'. Findings suggest that a long-term, nurturing mentoring relationship had a positive impact on the self-efficacy, aspirations, and possible selves of the at-risk adolescent girls.
Updated: Nov. 18, 2008
Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery.
Updated: Jun. 26, 2008
Cognitive Strategy Instruction for Adolescents : What We Know about the Promise, What We Don’t Know about the Potential
'Strategy instruction” is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, the author - a veteran teacher educator - argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents’ reading, writing, and thinking across content areas.
Updated: Jun. 16, 2008
In this article, the authors argue that “disciplinary literacy” — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings.
Updated: Jun. 16, 2008