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The process model is, at its most simple, a method of writing in which the "process" of writing and revision is emphasized. Perhaps one of the easiest ways to express its essence is that it is the method of using progressive "drafts" to arrive at a final product. Of course, this model can do much to alleviate the motivation and morale issues previously addressed, simply because it alleviates much of the "performance anxiety" that plagues many exceptional learners. Further, key supportive activities on the part of the instructor, including "conferencing, prompting, modeling, and dialoguing," serve to create a "writing environment designed to encourage the creative process and to reduce the fear that students often associate with writing (Newcomer, Nodine, Barenbaum, 1988)."
Of course, this process model is in direct opposition to the "product" model where correct and final (read, "perfect") results are expected. Instead, the student learns that it is perfectly acceptable (and expected) to make errors in the writing process. Again, this does a tremendous service to the morale of the exceptional student, allowing him or her greater freedom to experiment and overcome writing challenges.
Another extremely important aspect of the process model is the use of writing as a "tool for self-expression" (Newcomer, Nodine, Barenbaum) rather than a subject that must be mastered. This means that within the writing assignment repertoire of the instructor, there should be significant emphasis on piquing the interest of the individual students under his or her instruction. For example, in Sheila Alber's 1999 article, "I don't' like to write, but I love to get published," she notes:
Teachers of all grade levels are painfully aware of how difficult it is including children to practice writing. Even students who like to write often have little interest in editing and revising their work...Publication is a good way to give student writing a communicative purpose and can be an effective tool for motivating students to engage in the writing process.
Again, here the key is not simply motivation (although it is an important benefit of the kind of method represented by the "publishing" idea), but the communication of the notion that writing has a practical and useful purpose in the lives of the exceptional student -- or, as Alber writes, "a communicative...
It moves things forward, but by inches, not by yards." Again, using the acquisition and retention of "adequate" and competent teachers is an excellent example of the inadequacy of the current system -- even after the Williams settlement -- simply because the system, nor the funds have been adjusted to provide the level of education required in the schools. For instance, again according to Schrag: it doesn't, however, contain any major
Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and
In 1999 Herr & Conrad identified a number of areas of activity as particularly appropriate for primary prevention of physical abuse. Tackling the effects of poverty, or enabling parents to cope with them, are key components of many primary prevention interventions. While it is particularly difficult to demonstrate the cost-effectiveness of primary preventive strategies, this problem eases as we target interventions at those most at risk of developing particular problems.
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything,
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