Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years

This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collecti...

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Main Author: Calder, Kim J.
Language:English
Published: 2009
Online Access:http://hdl.handle.net/2429/14833
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spelling ndltd-LACETR-oai-collectionscanada.gc.ca-BVAU.2429-148332014-03-14T15:48:01Z Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years Calder, Kim J. This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collection. Findings were that these teachers tended to informally assess the needs of their students, and did not always strategically plan instruction or provide differentially scaffolded support based on identified needs. Various factors impeded the teachers' abilities to incorporate empirically validated methods into their practice. Implications for pre-service and in-service professional development are discussed. Also highlighted is the need for further research into the appropriateness of recommended approaches to writing instruction for Aboriginal students. 2009-11-12T04:48:11Z 2009-11-12T04:48:11Z 2003 2009-11-12T04:48:11Z 2003-05 Electronic Thesis or Dissertation http://hdl.handle.net/2429/14833 eng UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
collection NDLTD
language English
sources NDLTD
description This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collection. Findings were that these teachers tended to informally assess the needs of their students, and did not always strategically plan instruction or provide differentially scaffolded support based on identified needs. Various factors impeded the teachers' abilities to incorporate empirically validated methods into their practice. Implications for pre-service and in-service professional development are discussed. Also highlighted is the need for further research into the appropriateness of recommended approaches to writing instruction for Aboriginal students.
author Calder, Kim J.
spellingShingle Calder, Kim J.
Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
author_facet Calder, Kim J.
author_sort Calder, Kim J.
title Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
title_short Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
title_full Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
title_fullStr Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
title_full_unstemmed Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
title_sort differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
publishDate 2009
url http://hdl.handle.net/2429/14833
work_keys_str_mv AT calderkimj differentiallyscaffoldedinstructionforaboriginalandnonaboriginalstudentsduringwritingintheelementaryyears
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