Applying the Theory of Variation in Teaching Reading

Autor/in	Tong, Siu Yin Annie
Titel	Applying the Theory of Variation in Teaching Reading
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 10, Artikel 1 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Secondary School Students; Reading Skills; Reading Instruction; Teaching Methods; Foreign Countries; Investigations; Grade 10; Faculty Development; Models; Academic Achievement; Reading Achievement; Program Effectiveness; English (Second Language); Learning Theories; Action Research; Interviews; Pretests Posttests; Outcomes of Education; Second Language Learning; Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Reading skill; Lesefertigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Untersuchung; Analogiemodell; Schulleistung; Leseleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Learning theory; Lerntheorie; Projektforschung; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Hongkong
Abstract	This paper presents a model of collaborative and reflective professional development for teachers that focuses on student learning. The model comprises a cyclical series of lessons that were carried out in Hong Kong with 94 Secondary Four (Grade 10) students. The lessons were designed to develop the reading skill of inferring characters' traits from the events of a story--a skill that presents difficulties for many secondary school students of English as a second language. The learning activities in the research lessons were underpinned by the Theory of Variation proposed by Marton and Booth (1997), which allows students to discern the critical features of the particular skill to be learnt. Findings indicate that the lessons were successful in helping the students develop the skill. Teachers also benefitted from the collaborative reflections and investigations. The paper suggests that this model may enhance both student learning and teacher professional development. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10