Data Diving into "Noticing Poetry": An Analysis of Student Engagement with the "I Notice" Method

Autor/inn/en	Slaby, Scot; Benedict, Jordan
Titel	Data Diving into "Noticing Poetry": An Analysis of Student Engagement with the "I Notice" Method
Quelle	In: Journal of Inquiry and Action in Education, 10 (2019) 1, S.91-101 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Learner Engagement; Poetry; Data Analysis; Poets; Grade 10; High School Students; English Instruction; Units of Study; Self Efficacy; Learning Activities; Foreign Countries; Student Attitudes; International Schools; China (Shanghai) + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Auswertung; Dichter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Lerneinheit; Self-efficacy; Selbstwirksamkeit; Lernaktivität; Ausland; Schülerverhalten; International school; Internationale Schule
Abstract	This paper explores students' engagement in reading poems, examining data on their self-perceptions of their confidence and competence in reading poems before, during, and after using the "I Notice" methodology as adapted from The Academy of American Poets' unit plan, "Noticing Poetry" (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers' classrooms at Shanghai American School's Puxi High School Campus. Data indicates that the "I Notice" method and the "Noticing Poetry" unit and its activities increased student engagement in reading poems and fostered greater student self-efficacy as readers of poetry. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01