WorldCat Identities

Lewis, Shirley A. R.

Overview
Works: 3 works in 3 publications in 1 language and 122 library holdings
Roles: Author
Publication Timeline
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Most widely held works about Shirley A. R Lewis
 
Most widely held works by Shirley A. R Lewis
Teacher training workshops on Black English and language arts teaching by Shirley Ann Redd Lewis( Book )

1 edition published in 1979 in English and held by 1 WorldCat member library worldwide

This booklet outlines the content and activities of two workshops aimed at improving the teaching of children who speak Black English. Its goals are to supplement research reports on test development in the area of Black English and to serve as a useful starting point for those who rely on the workshop format to inform teachers about Black English and dialect variation. The first workshop outlined acquaints teachers with the development and characteristics of varieties of Black English and discusses procedures for administering and interpreting tests of students' oral language competence in one or more speech varieties. The second workshop outlined concentrates on varying communication styles, black community attitudes toward the use of different Black English speech varieties, and the characteristics of schools where black pupils perform successfully. (Rl)
The Relationship of the Black English Tests for Teachers and SelectedTeaching Behaviors to Pupil Achievement by Robert Louis Politzer( Book )

1 edition published in 1978 in English and held by 1 WorldCat member library worldwide

The second phase of a three-part research and development plan, this study investigated the relationship between teacher performance on the Black English Tests for Teachers (ttbe) and specified sets of teacher behaviors and pupil achievement as measured by curriculum-specific tests in language arts. The study involved 27 teachers from two schools and their 256 black students. In addition to participating in the ttbe, teachers were evaluated on video tape according to frequency of utterances devoted to specific classroom behaviors (such as explaining and questioning) and frequency of three classroom events: error and confusion, directly relevant teaching, and indirectly relevant teaching. The students involved were pre- and posttested on the same curriculum-specific test. Results of the study indicate that in the first school there was a significant correlation between modeling in instruction and pupil achievement. In the second school, only teachers with the highest and lowest pupil achievement in their classes were evaluated on the frequency of behaviors instrument. Here, results show that the lower group of teachers ranked significantly higher in errors and confused communication as well as in teaching behavior indirectly relevant to the lesson goal. (Mai)
 
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Audience level: 0.91 (from 0.27 for Contempora ... to 0.98 for The Relati ...)

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