We predicted that afterjust two minor infractions, a misbehaving Black student(compared with a misbehaving White student) wouldlead teachers to feel more troubled, and they would wishto discipline the Black student more harshly.
prediction of the study
We designed an experimental study toexamine the influence of student race on teachers’responses to minor infractions
type of study conducted
we tested the hypothesis that suchdisparities are, in part, driven by racial stereotypes that can lead teachers to escalate their negative responses to Blackstudents over the course of multiple interpersonal (e.g., teacher-to-student) encounters.
Hypothesis of the study
We manipulated student race byusing stereotypically Black (Darnell or Deshawn) orWhite (Greg or Jake) names
The manipulated variable
The current research tested this possibility in twoonline, experimental studies
The type of study conducted was an experimental study
To demystify reading and support students in learning to read like writers, writing teachers must
This makes me curious of how many teachers can honestly say they follow this set of rules or relatively similar. I've had an experience with a teacher who did not engage with students on their writing skills. By addressing the student's flaws in writing and help with their comprehension more action should be taken in place. The student could continue to write in their current way, which could be poor, and carry this on forever without knowing what exactly they need to improve on.
taught how to write rather than merely be tasked with writing.
I like this statement because it tells the reader what has to be done first before automatically starting the process. Writing is a process that takes times, critical thinking, and is an act that is completed best when taught. Without comprehending an article to nearly its full extent, writing about it can be challenging to some students.
teaching students to think like writers
I've heard this statement before. This reminds me when I was taught to write as if a person knew nothing about your topic. This is a very helpful mindset that I still use today when writing. I strongly suggest other students give this method a try as it may work for some students but not all.
The majority of research on reading in the field of composition was published over 20 years ago
This statement I relate to because I notice a majority of information on research I read has statistics from years before I was born. On the some passages of the SAT reading portion, research was done almost 10-15+ years back rather than finding recent research. This also bothers me considering there have been more recent studies and new numbers given to that specific study.
Carillo explains in Securing a Place for Reading in Composition that reading instruction hasn’t been as prominent a feature of the first-year writing classroom as it should have been largely because of debates in the field about what kinds of readings should be assigned.
This brings me to question why are certain passages and stories that are often assigned (Romeo and Juliet for example) in reading and writing courses so important? The majority of standardized reading test stories that I have taken and stories I've read in class barely have content in common. This causes me to expect something that is not going to be present on the test. Sometimes, the information feels highly irrelevant to what I will be tested on.
practice test prompted students to demonstrate reading proficiency by identifying the main idea of a passage, evaluating forms of evidence, and assessing a source’s validity, but nowhere were students asked to demonstrate their ability to “analyze texts to identify the author’s attitudes, view-points, and beliefs and to critique how these relate to the larger historical, social, and cultural contexts of the texts,
I've noticed this not only with standardized testing but with teachers assigning test as well. It always caused me to feel as if I was struggling with reading comprehension and re-reading an entire passage for a message that is barely stated in the passage.