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Establishing a Writing Center and Why Science Teachers Need to Be in On It.

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Title: Establishing a Writing Center and Why Science Teachers Need to Be in On It.
Authors: Roy, Althea A. (AUTHOR) althear@clemson.edu, Whitworth, Brooke A. (AUTHOR) bwhitwo@clemson.edu
Source: Science Teacher. Nov/Dec2024, Vol. 91 Issue 6, p41-46. 6p.
Subject Terms: *Critical thinking, *Writing centers, *Science teachers, Scientific literacy, Urban fringe
Abstract: To support the development of scientific literacy and student confidence in expressing their ideas and receiving feedback, the first author established a writing center in a large urban fringe high school. Using the peer-assisted learning (PAL) model, the center fostered leadership, emotionally supported students as they developed peer collaborations, and built student self-confidence while they learned to engage in rich science discourse and communicate in multiple ways. This article outlines some of the benefits and logistics of creating and running a writing center. [ABSTRACT FROM AUTHOR]
Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Establishing a Writing Center and Why Science Teachers Need to Be in On It.
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  Data: <searchLink fieldCode="AR" term="%22Roy%2C+Althea+A%2E%22">Roy, Althea A.</searchLink> (AUTHOR)<i> althear@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Whitworth%2C+Brooke+A%2E%22">Whitworth, Brooke A.</searchLink> (AUTHOR)<i> bwhitwo@clemson.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Science+Teacher%22">Science Teacher</searchLink>. Nov/Dec2024, Vol. 91 Issue 6, p41-46. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+centers%22">Writing centers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+fringe%22">Urban fringe</searchLink>
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  Data: To support the development of scientific literacy and student confidence in expressing their ideas and receiving feedback, the first author established a writing center in a large urban fringe high school. Using the peer-assisted learning (PAL) model, the center fostered leadership, emotionally supported students as they developed peer collaborations, and built student self-confidence while they learned to engage in rich science discourse and communicate in multiple ways. This article outlines some of the benefits and logistics of creating and running a writing center. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00368555.2024.2402416
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              Text: Nov/Dec2024
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