Jonita Stepp‐Greany
Biographic Data
| ID | 5435222 |
|---|---|
| NAME | Jonita Stepp‐Greany |
| GIVEN NAMES | Jonita |
| FAMILY NAME | Stepp‐Greany |
| SIGNATURE | GREANY J S |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish
This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct‐teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model, elements of strategy‐focused instruction, scaffolding, and language promoting assistance are operant. Th…
Collaborative Teaching in an Intensive Spanish Course
This pilot project was designed to provide professional development to teaching assistants (TAs) and improve undergraduate instruction in an intensive Spanish course through the use of collaboration and experiential instruction. TAs improved their teaching strategies, learned techniques to solve classroom problems, and reported satisfaction from relationships with students and one another. Difficulties for the TAs included finding common planning…
An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish
This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct‐teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model, elements of strategy‐focused instruction, scaffolding, and language promoting assistance are operant. Th…
Collaborative Teaching in an Intensive Spanish Course
This pilot project was designed to provide professional development to teaching assistants (TAs) and improve undergraduate instruction in an intensive Spanish course through the use of collaboration and experiential instruction. TAs improved their teaching strategies, learned techniques to solve classroom problems, and reported satisfaction from relationships with students and one another. Difficulties for the TAs included finding common planning…
Collaborative Teaching in an Intensive Spanish Course
This pilot project was designed to provide professional development to teaching assistants (TAs) and improve undergraduate instruction in an intensive Spanish course through the use of collaboration and experiential instruction. TAs improved their teaching strategies, learned techniques to solve classroom problems, and reported satisfaction from relationships with students and one another. Difficulties for the TAs included finding common planning…
An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish
This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct‐teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model, elements of strategy‐focused instruction, scaffolding, and language promoting assistance are operant. Th…
Mathematics education (2 works) · Psychology (2 works) · Second Language Learning and Teaching (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Cognitive psychology (1 works) · Collaborative Teaching and Inclusion (1 works) · Comprehension (1 works) · Computer Science (1 works) · Control (management (1 works)