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Deron Walker, Deron
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
EMPOWERING ENGLISH WRITING STUDENTS: REFLECTING ON ASPECTS OF THE PROCESS THAT HELPED ME MOST? Walker, Deron
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s.  Empowering learner autonomy may best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) and creating workshop-like classrooms (Murray, 2004).  Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach.  This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction, which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view.  Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and non-native English speaking writers wrestled with freshman level developmental writing side-by-side.DOI: doi.org/10.24071/llt.2017.200202
EMPOWERING CARE’S EFFECTIVENESS FROM HIGH SCHOOL MATH TO COLLEGE ENGLISH Walker, Deron
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

***In this paper, Sunnyside High School, Inland Empire University (IEU) and Desert Valley, California will serve as pseudonyms to maintain the anonymity of the high school, university, district and city.  Ms. Jasmine Espinoza and Dr. J. D. Hyde will represent the pseudonyms for the teacher-participants who taught the classes examined in this study.  Abstract:Building upon the prior success of a rookie high school math teacher, a veteran English professor also successfully implemented empowering care at a private university in that same urban setting in Southern California.  The aforementioned empowering care that contributed to better student learning as measured by district wide tests at the high school level now demonstrated pedagogical success as assessed by student evaluations in the university setting.   The purpose of this paper, chronicled from a practitioner?s point of view, examines how teacher beliefs that ?all students are capable of learning,? operationalized concretely in terms of empowering care, enabled students to achieve impressive academic performances on the aforementioned measures in their respective settings over two consecutive school years (D. Walker & S. Walker, 2019). 
EMPOWERING CARES EFFECTIVENESS FROM HIGH SCHOOL MATH TO COLLEGE ENGLISH Walker, Deron
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v23i2.2511

Abstract

Building upon the prior success of a rookie high school math teacher, a veteran English professor also successfully implemented empowering care at a private university in that same urban setting in Southern California. The aforementioned empowering care that contributed to better student learning as measured by district wide tests at the high school level now demonstrated pedagogical success as assessed by student evaluations in the university setting. The purpose of this paper, chronicled from a practitioners point of view, examines how teacher beliefs that all students are capable of learning, operationalized concretely in terms of empowering care, enabled students to achieve impressive academic performances on the aforementioned measures in their respective settings over two consecutive school years (D. Walker S. Walker, 2019).***In this paper, Sunnyside High School, Inland Empire University (IEU) and Desert Valley, California will serve as pseudonyms to maintain the anonymity of the high school, university, district and city. Ms. Jasmine Espinoza and Dr. J. D. Hyde will represent the pseudonyms for the teacher-participants who taught the classes examined in this study.
EMPOWERING ENGLISH WRITING STUDENTS: REFLECTING ON ASPECTS OF THE PROCESS THAT HELPED ME MOST? Walker, Deron
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i2.735

Abstract

Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s. Empowering learner autonomymay best occur through non-direct instruction (Rogers Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) andcreating workshop-like classrooms (Murray, 2004). Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach. This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction,which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view. Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and non-native English speaking writers wrestled with freshman level developmental writing side-by-side.
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