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An Interpretive Exercise in Moving from Research to Assessment in Language Arts

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Author
Blackman, Galicia
Faculty
Werklund School of Education
Accessioned
2017-06-28T22:41:30Z
Available
2017-06-28T22:41:30Z
Issued
2017-05
Subject
language learning
audio-journals
assessment
Type
unknown
Metadata
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Abstract
Research on dialogic learning practices supports the use of dialogic contexts for language students, but actual teaching practice provides little evidence of corresponding assessments. In order to facilitate a qualitative research project on dialogic practices in language classes, I used audio-journals. This paper reports on an interpretive exercise, which came out of that research. In the interpretive exercise, I considered the strengths and challenges of using audio-journals in research. Furthermore, I contemplated the possibilities of using audio-journals in Language Arts instruction, to close in on the research gap regarding assessment of oral literacy.
Refereed
Yes
Sponsorship
University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil
Citation
Blackman, G. "An Interpretive Exercise in Moving from Research to Assessment in Language Arts". 2017 In Preciado Babb, P., Yeworiew, L., Sabbaghan, S. (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change, pp. 150-158. Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
University of Calgary
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5330
Uri
http://hdl.handle.net/1880/52122
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