Student Perspectives on Quality Teaching: Words and Images

Autor/inn/en	Bell, Athene; Ewaida, Marriam; Lynch, Megan R.; Zenkov, Kristien
Titel	Student Perspectives on Quality Teaching: Words and Images
Quelle	In: Voices from the Middle, 19 (2011) 1, S.32-40 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	High Schools; Urban Areas; Photography; Video Technology; Student Projects; Language Arts; Educational Quality; Educational Attitudes; Student Attitudes; English Instruction; Literacy; Nontraditional Education; Instructional Effectiveness; Educational Practices; Learner Engagement; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Urban area; Stadtregion; Fotografie; Schulprojekt; Sprachkultur; Quality of education; Bildungsqualität; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schülerverhalten; English langauage lessons; Englischunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Non-traditional education; Alternative Erziehung; Unterrichtserfolg; Bildungspraxis; USA
Abstract	This article reports on the findings of a photography and literacy project ("Through Students' Eyes") the authors conducted with middle level English language learners and alternative high school youth from a mid-Atlantic (US) ex-urban area. In order to bridge middle and high school settings, the authors used multimodal and photo elicitation methods to allow young adults to document and describe their relationships to school, thus helping to uncover youths' perceptions of "quality" literacy pedagogies. They learned that visually based practices support young adolescents' literacy engagement, engage diverse students in core language arts practices, and help youth persist through middle school, high school, and beyond. (Contains 3 figures.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10