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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1997
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED404635 |
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| _version_ | 1867181636587618304 |
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| author | Maaka, Margaret J. Lipka, Pamela A. |
| author_facet | Maaka, Margaret J. Lipka, Pamela A. Maaka, Margaret J. Lipka, Pamela A. |
| collection | Education Resources Information Center |
| contents | "I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom. Maaka, Margaret J. Lipka, Pamela A. Classroom Environment Classroom Techniques Comparative Analysis Grade 6 Intermediate Grades Literacy Reading Attitudes Student Attitudes Student Centered Curriculum Student Motivation Teacher Behavior Teaching Methods A comparative study examined the literacy habits and attitudes of children in two sixth-grade classrooms in Hawaii, one with a learning-centered instructional approach and the other with a traditional transmission instructional approach. The majority of the 26 students in the learning-centered classroom and the 24 students in the traditional classroom were a mix of Polynesian, Caucasian, and Asian students who spoke "Pidgin" or Hawaii Creole English as their first language. The learning-centered classroom was characterized by practices that promoted shared expectations and co-ownership of the curriculum; a sense of camaraderie; collaborative learning; independent learning; high self-esteem; and high levels of motivation. The traditional classroom was characterized by practices that emphasized teacher-centered expectations, and used commercially produced programs and evaluation methods. Students completed a 40-item Likert survey at the end of the school year. Results indicated that students in the learning-centered classroom were more likely than their counterparts in the traditional classroom to: (1) perceive themselves as able learners; (2) like to go to the school library; (3) feel positive about learning through a variety of experiences; and (4) like reading all kinds of books so they could learn new things. Results also indicated that only 10% of the children in the learning-centered classroom and only 15% of the children in the traditional classroom often go to the library with their parents. Findings suggest support for the hypothesis that children who learn through a learning-centered approach develop positive literacy habits and attitudes. (Contains nine references.) (RS) |
| format | Recurso educativo Open Access |
| id | eric_ED404635 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1997 |
| record_format | eric |
| spellingShingle | "I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom. Maaka, Margaret J. Lipka, Pamela A. Classroom Environment Classroom Techniques Comparative Analysis Grade 6 Intermediate Grades Literacy Reading Attitudes Student Attitudes Student Centered Curriculum Student Motivation Teacher Behavior Teaching Methods "I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom. Maaka, Margaret J. Lipka, Pamela A. Classroom Environment Classroom Techniques Comparative Analysis Grade 6 Intermediate Grades Literacy Reading Attitudes Student Attitudes Student Centered Curriculum Student Motivation Teacher Behavior Teaching Methods A comparative study examined the literacy habits and attitudes of children in two sixth-grade classrooms in Hawaii, one with a learning-centered instructional approach and the other with a traditional transmission instructional approach. The majority of the 26 students in the learning-centered classroom and the 24 students in the traditional classroom were a mix of Polynesian, Caucasian, and Asian students who spoke "Pidgin" or Hawaii Creole English as their first language. The learning-centered classroom was characterized by practices that promoted shared expectations and co-ownership of the curriculum; a sense of camaraderie; collaborative learning; independent learning; high self-esteem; and high levels of motivation. The traditional classroom was characterized by practices that emphasized teacher-centered expectations, and used commercially produced programs and evaluation methods. Students completed a 40-item Likert survey at the end of the school year. Results indicated that students in the learning-centered classroom were more likely than their counterparts in the traditional classroom to: (1) perceive themselves as able learners; (2) like to go to the school library; (3) feel positive about learning through a variety of experiences; and (4) like reading all kinds of books so they could learn new things. Results also indicated that only 10% of the children in the learning-centered classroom and only 15% of the children in the traditional classroom often go to the library with their parents. Findings suggest support for the hypothesis that children who learn through a learning-centered approach develop positive literacy habits and attitudes. (Contains nine references.) (RS) |
| title | "I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom. |
| topic | Classroom Environment Classroom Techniques Comparative Analysis Grade 6 Intermediate Grades Literacy Reading Attitudes Student Attitudes Student Centered Curriculum Student Motivation Teacher Behavior Teaching Methods |
| url | https://eric.ed.gov/?id=ED404635 |