Mark Felton
Dados Biográficos
| ID | 5707600 |
|---|---|
| NOME | Mark Felton |
| PRENOMES | Mark |
| SOBRENOME | Felton |
| ASSINATURA | FELTON M |
| AFILIAÇÕES | San Jose State University |
| ORCID | 0000-0002-6302-2448 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 53 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1968 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
Facts do not speak for themselves
The present study sought to explore the distinct discourse norms and evidentiary practices in discussions of COVID-19 in four subcommunities on Reddit. Qualitative analysis found that communities differed in the degree to which they reinforce and augment Reddit’s platform-wide norms for dialog and evidence use. One of the three communities (r/AskTrumpSupporters) differed from the rest by establishing discourse norms for turn-taking between politi…
Academic discourse and peer collaboration in online high school learning environments
Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines
Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers’ practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers…
Scientific argumentation and responsive teaching
Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three middle‐school science classrooms. Applying grounded theory to classroom dialogs and teacher interview dat…
Capturing deliberative argument
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
The Sioux Hegira in Canada 1876–81
Approximately 4,000 Teton Sioux Indians fled north into Canada throughout the period 1876–81, following the US Army's efforts to finally destroy the cultures of the Plains Aboriginal peoples. Led primarily by the great Sitting Bull, many of these Sioux refugees claimed to be 'British Indians' and demanded the right to settle permanently in Manitoba. It fell to the newly formed Northwest Mounted Police to attempt to force the Sioux back across the…
The Development of Argumentive Discourse Skill
The skills involved in argument as a social discourse activity presumably develop during the childhood and adolescent years, but little is known about the course of that development. A comparison of the dialogues of young adolescents and those of young adults showed the teens to be more preoccupied with producing the dialogue and less able to behave strategically with respect to the goals of argumentive discourse. Teens also did not exhibit the s…
The Development of Argumentive Discourse Skill
Effects of Dyadic Interaction on Argumentive Reasoning
The object of this research was to provide an explicit test of the hypothesis that engagement in thinking about a topic enhances the quality of reasoning about that topic. Engagement took the form of a series of dyadic discussions of the topic of capital punishment. At both age levels examined--early adolescence and young adulthood-this dyadic interaction significantly enhanced quality of reasoning, relative to a more minimal, single-occasion dya…
Targeting for nature conservation in agricultural policy
Encoding of Nonsense Syllables for Meaning
The present study was concerned with the characteristics of the encoded R s to nonsense syllables. 35 S s responded under Glaze-type instructions to CVCs at 5 different association value (A.V.) levels, then attempted to recall their own R s to the same stimuli. High A.V. stimuli elicted R s which were more uniquely tied to the stimulus CVCs than did low A.V. items. S s' ability to recall their own R s to stimuli was directly related to the A.V. o…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
The Development of Argumentive Discourse Skill
The skills involved in argument as a social discourse activity presumably develop during the childhood and adolescent years, but little is known about the course of that development. A comparison of the dialogues of young adolescents and those of young adults showed the teens to be more preoccupied with producing the dialogue and less able to behave strategically with respect to the goals of argumentive discourse. Teens also did not exhibit the s…
Targeting for nature conservation in agricultural policy
The Development of Argumentive Discourse Skill
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
Encoding of Nonsense Syllables for Meaning
The present study was concerned with the characteristics of the encoded R s to nonsense syllables. 35 S s responded under Glaze-type instructions to CVCs at 5 different association value (A.V.) levels, then attempted to recall their own R s to the same stimuli. High A.V. stimuli elicted R s which were more uniquely tied to the stimulus CVCs than did low A.V. items. S s' ability to recall their own R s to stimuli was directly related to the A.V. o…
Targeting for nature conservation in agricultural policy
Effects of Dyadic Interaction on Argumentive Reasoning
The object of this research was to provide an explicit test of the hypothesis that engagement in thinking about a topic enhances the quality of reasoning about that topic. Engagement took the form of a series of dyadic discussions of the topic of capital punishment. At both age levels examined--early adolescence and young adulthood-this dyadic interaction significantly enhanced quality of reasoning, relative to a more minimal, single-occasion dya…
The Development of Argumentive Discourse Skill
The skills involved in argument as a social discourse activity presumably develop during the childhood and adolescent years, but little is known about the course of that development. A comparison of the dialogues of young adolescents and those of young adults showed the teens to be more preoccupied with producing the dialogue and less able to behave strategically with respect to the goals of argumentive discourse. Teens also did not exhibit the s…
The Development of Argumentive Discourse Skill
The Sioux Hegira in Canada 1876–81
Approximately 4,000 Teton Sioux Indians fled north into Canada throughout the period 1876–81, following the US Army's efforts to finally destroy the cultures of the Plains Aboriginal peoples. Led primarily by the great Sitting Bull, many of these Sioux refugees claimed to be 'British Indians' and demanded the right to settle permanently in Manitoba. It fell to the newly formed Northwest Mounted Police to attempt to force the Sioux back across the…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Scientific argumentation and responsive teaching
Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three middle‐school science classrooms. Applying grounded theory to classroom dialogs and teacher interview dat…
Capturing deliberative argument
Academic discourse and peer collaboration in online high school learning environments
Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines
Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers’ practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers…
Facts do not speak for themselves
The present study sought to explore the distinct discourse norms and evidentiary practices in discussions of COVID-19 in four subcommunities on Reddit. Qualitative analysis found that communities differed in the degree to which they reinforce and augment Reddit’s platform-wide norms for dialog and evidence use. One of the three communities (r/AskTrumpSupporters) differed from the rest by establishing discourse norms for turn-taking between politi…
Psychology (11 obras) · Sociology (8 obras) · Innovative Teaching and Learning Methods (7 obras) · Computer Science (6 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Education and Critical Thinking Development (5 obras) · Educational Strategies and Epistemologies (5 obras) · Epistemology (5 obras) · Linguistics (5 obras)