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Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years

University of British Columbia

This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collection. Findings were that these teachers tended to informally assess the needs of their students, and did not always strategically plan instruction or provide differentially scaffolded support based on identified needs. Various factors impeded the teachers' abilities to incorporate empirically validated methods into their practice. Implications for pre-service and in-service professional development are discussed. Also highlighted is the need for further research into the appropriateness of recommended approaches to writing instruction for Aboriginal students.

Thesis/Dissertation

application/pdf

2009-11-12

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http://hdl.handle.net/2429/14833

Human Development, Learning, and Culture

University of British Columbia

UBCV

DSpace