Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level
Titolo Rivista: EDUCATION SCIENCES AND SOCIETY 
Autori/Curatori: Nancy Granger, France Dubé 
Anno di pubblicazione:  2017 Fascicolo: 2 ESS - Rethinking the design process, rethinking the curriculum Lingua: Inglese 
Numero pagine:  0 Dimensione file:  0 KB
DOI:  10.3280/ess2-2017oa4583
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In Québec, the resource teacher role is assumed by secondary teachers without experience with at risk students or HDAA (MELS, 2006). Many of them say they have few ideas to sustain students or their teachers of different disciplines who deal with students with low literacy (Granger & Dubé, 2014; Granger, 2012). Our research shows that support for resource teachers for reading and writing strategies can develop a metacognitive dialog by using the graphic organizer, a high cognitive recognized strategy to improve student understanding in all disciplines (Schoenbach, Greenleaf & Murphy, 2012). This appropriation seems to better define the role of resource teachers both pedagogically than didactic


Keywords: Resource teacher, graphic organizer, at risk students, professionnal accompaniement, differentiated Instruction

Nancy Granger, France Dubé, in "EDUCATION SCIENCES AND SOCIETY" 2/2017, pp. , DOI:10.3280/ess2-2017oa4583

   

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