When and Where Did I Find It: I found this in our Dreher and Singer (2001, p. 99) article that we read for this week.
What it means: This is a specialized use of the word. When being used to describe features in a textbook, signaling or signals refers to the most obvious features in content area texts (i.e., headings and titles) as well as frequently used transitional/organizational words (i.e., first, second, therefore, and in conclusion) (as cited in, Dreher & Singer, 2001, p. 99).
Level of Familiarity: I often forget that this is our specialized way of describing and categorizing headings and those key transitional phrases. I think I need to try and use this word more often when I talk to students about these text features as it would help me to remember the word.
Do I Want to Know This Word Well and Why? Yes. I think it is very helpful to know, especially because the word signaling gives a description which will help developing readers to understand the usefulness of paying attention to these features.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: It seems obvious that this is a term Literacy Specialists, particularly LTED 625 students, should know. However, what I think is key about this concept for teachers is that "teachers should notice whether signals, such s text headings, are helpful or misleading" (p. 99). Teachers should not assume that all headings provide a literal or direct link to the key ideas in the subsequent passage.
Thursday, September 23, 2010
4:1 Schema-Theoretic View (of Reading)
When and Where Did I Find It: I found this in our Dreher and Singer (2001, p. 102) article that we read for this week.
What it means: It is a theoretical model which describes reading comprehension. Specifically, it characterizes comprehension as the result of the interaction between three major components "reader resources, text features, and the learner's goal" (Dreher & Singer, p. 102). This model is heavily based on the interactive model of reading which highlights the interaction between the reader and the text, implying the comprehension is the result of the "give and take" that occurs as the reader uses the cues from the text to build and hone his/her own knowledge of the subject that is being written about.
________________________________________________________________
Text Reader
Features <--------> Resources ---------> Goal
Figure 1. from Dreher & Singer, 2001, p. 102
Level of Familiarity: This is not a new phrase, but I think it is always useful for me to slow down my reading at this stage in the article to carefully (re)consider and re-confirm my understanding of how this model of reading comprehension is similar to and different from a transactional model of reading (Rosenblatt).
Do I Want to Know This Word Well and Why? Yes. I think it is very helpful to know, especially because the view highlights the fundamental role the learner's schema plays in the reading comprehension process.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: This model of reading is particularly important for Literacy Specialists (LTED 625 students) to fully understand how this particularly theoretical model of reading does influence the instructional methods used to teach comprehension. In this model, there is less attention to the aesthetic stance or aesthetic engagement and instead there is more instructional activities designed to foster students' abilities to recognize text features, set purposes for reading (learning), activating/analyzing background knowledge, maintain a disposition towards "wanting to learn" from the text.
What it means: It is a theoretical model which describes reading comprehension. Specifically, it characterizes comprehension as the result of the interaction between three major components "reader resources, text features, and the learner's goal" (Dreher & Singer, p. 102). This model is heavily based on the interactive model of reading which highlights the interaction between the reader and the text, implying the comprehension is the result of the "give and take" that occurs as the reader uses the cues from the text to build and hone his/her own knowledge of the subject that is being written about.
________________________________________________________________
Text Reader
Features <--------> Resources ---------> Goal
Figure 1. from Dreher & Singer, 2001, p. 102
Level of Familiarity: This is not a new phrase, but I think it is always useful for me to slow down my reading at this stage in the article to carefully (re)consider and re-confirm my understanding of how this model of reading comprehension is similar to and different from a transactional model of reading (Rosenblatt).
Do I Want to Know This Word Well and Why? Yes. I think it is very helpful to know, especially because the view highlights the fundamental role the learner's schema plays in the reading comprehension process.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: This model of reading is particularly important for Literacy Specialists (LTED 625 students) to fully understand how this particularly theoretical model of reading does influence the instructional methods used to teach comprehension. In this model, there is less attention to the aesthetic stance or aesthetic engagement and instead there is more instructional activities designed to foster students' abilities to recognize text features, set purposes for reading (learning), activating/analyzing background knowledge, maintain a disposition towards "wanting to learn" from the text.
Thursday, September 16, 2010
3:3 Laccolith
Laccolith. (n.d.) In Merriman-Webster online. Retrieved from http://www.merriam-webster.com/dictionary/laccolith
Level of Familiarity: When I saw the word listed in the article, I truly had no idea what the word meant. I thought maybe it could be a noun, but I thought maybe it describes some sort of ancient writing system. I never even thought that the word was connected with geology or places I have been.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: Since we talked about it in class, I think it would be good for LTED 625 students to at least take a few moments to recognize that this was a word we all said we didn't know and that we had no idea how best to determine what it meant without doing further exploration. In terms of a larger group of learners, I would certainly hope that people in the field of geology know this term.
Tuesday, September 14, 2010
3:2 Reliability
When and Where Did I Find It: This weekend I spent a great deal of time considering the question of validity as it relates to our TEAC accreditation assessment system. In our last accreditation review, it was recommended that we work on developing a system for assessing the claims we make about our teachers at Naz that was managable as well as valid and reliable (Nazareth College TEAC Brief Submission, 2005). As a part of my work, I re-read an article published on the subject of Reliability and Validity in Qualitative Research Design.
What it means: Reliability (like validity) is a great example of a specialized word as it holds different shades of meaning depending on the context in which it is used. I am most concerned with what it means in the context of the results of qualitative and quantitative investigations.
In this context, when the term reliability refers to the results, it means that the results are consistent over time and provide an accurate representation of the total population. In addition, a research tool is considered to be reliable if the results of a study can be reproduced under a similar methodology. (Golafshani, 2003).
Level of Familiarity: Again, like the term validity have a general understanding of reliability, but I always need to refresh myself with the distinct attributes of this word.
Do I Want to Know This Word Well and Why? Yes. I have to know this word well as I am co-authoring our 2010 accreditation brief.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I do think those in the field of education should have a fairly well-developed understanding of this term. Knowing what reliability means helps the individual to consider educational policies/mandates based on rigorous, scientific findings with a critical eye.
When teachers (or graduate students) are conducting Teacher Action Research Projects (TARP), having an understanding of the reliability of the instructional methods or intervention procedures is a must.
What it means: Reliability (like validity) is a great example of a specialized word as it holds different shades of meaning depending on the context in which it is used. I am most concerned with what it means in the context of the results of qualitative and quantitative investigations.
In this context, when the term reliability refers to the results, it means that the results are consistent over time and provide an accurate representation of the total population. In addition, a research tool is considered to be reliable if the results of a study can be reproduced under a similar methodology. (Golafshani, 2003).
Level of Familiarity: Again, like the term validity have a general understanding of reliability, but I always need to refresh myself with the distinct attributes of this word.
Do I Want to Know This Word Well and Why? Yes. I have to know this word well as I am co-authoring our 2010 accreditation brief.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I do think those in the field of education should have a fairly well-developed understanding of this term. Knowing what reliability means helps the individual to consider educational policies/mandates based on rigorous, scientific findings with a critical eye.
When teachers (or graduate students) are conducting Teacher Action Research Projects (TARP), having an understanding of the reliability of the instructional methods or intervention procedures is a must.
3:1 Validity
When and Where Did I Find It: This weekend I spent a great deal of time considering the question of validity as it relates to our TEAC accreditation assessment system. In our last accreditation review, it was recommended that we work on developing a system for assessing the claims we make about our teachers at Naz that was managable as well as valid and reliable (Nazareth College TEAC Brief Submission, 2005).
What it means: Validity is a great example of a specialized word as it holds different shades of meaning depending on the context in which it is used. In qualitative and quantitative investigations, the investigator is required to prove that the results are robust and cannot be contested. If the results are solid and cannot easily be contested, then they are said to be valid.
Level of Familiarity: I have a general understanding of this word, but I always need to refresh myself with the distinct attributes of this word -- especially in relationship to/contrast with the term, reliable.
Do I Want to Know This Word Well and Why? Yes. I have to know this word well as I am co-authoring our 2010 accreditation brief.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I do think those in the field of education should have a fairly well-developed understanding of this term. Knowing what validity means helps the individual to consider educational policies/mandates based on rigorous, scientific findings with a critical eye.
What it means: Validity is a great example of a specialized word as it holds different shades of meaning depending on the context in which it is used. In qualitative and quantitative investigations, the investigator is required to prove that the results are robust and cannot be contested. If the results are solid and cannot easily be contested, then they are said to be valid.
Level of Familiarity: I have a general understanding of this word, but I always need to refresh myself with the distinct attributes of this word -- especially in relationship to/contrast with the term, reliable.
Do I Want to Know This Word Well and Why? Yes. I have to know this word well as I am co-authoring our 2010 accreditation brief.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I do think those in the field of education should have a fairly well-developed understanding of this term. Knowing what validity means helps the individual to consider educational policies/mandates based on rigorous, scientific findings with a critical eye.
Monday, September 6, 2010
2:1 Satyagraha
When and Where Did I Find It: This is such a powerful word. I found it this weekend when I was reading Gandhi: The young protester who founded a nation (2005) written by Phillip Wilkinson. It is one in a series published by National Geographic
for young readers.
What it means: It is a word Gandhi invented to describe his new form of non-violent protest, "that combined two words meaning 'truth' and 'force.' The term meant that Indians would stand up against injustice and would carry out protests, but they would never do so violently." (Wilkinson, 2005, p. 32)
See Barnes and Noble for information on the text
http://search.barnesandnoble.com/World-History-Biographies/Philip-Wilkinson/e/9781426301322/?itm=1&USRI=gandhi+the+young+protester+national+geographic
Level of Familiarity: I had never heard this word before.
Do I Want to Know This Word Well and Why? I want to remember this word because I think it highlights principles of civil disobedience that are worth respecting.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I suppose as citizens of a democracy it would be very helpful if each citizen had a deep and principled understanding and appreciation of this concept.
for young readers.
See Barnes and Noble for information on the text
http://search.barnesandnoble.com/World-History-Biographies/Philip-Wilkinson/e/9781426301322/?itm=1&USRI=gandhi+the+young+protester+national+geographic
Level of Familiarity: I had never heard this word before.
Do I Want to Know This Word Well and Why? I want to remember this word because I think it highlights principles of civil disobedience that are worth respecting.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I suppose as citizens of a democracy it would be very helpful if each citizen had a deep and principled understanding and appreciation of this concept.
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