Writing Instruction in Practice: An Investigation into the Experiences of Beginning Teachers
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Abstract
Teacher education programs and PK-12 schools are contending with a shifting field as federal and local initiatives call for different approaches in curriculum, instruction, and assessment. Some of these changes include increasing expectations for writing proficiency in K-12 settings and new accountability measures for teacher education programs. Yet, writing methods are often overlooked in preservice education and teachers report feeling unprepared to teach writing (Cutler & Graham, 2008; Gilbert & Graham, 2010; Kiuhara et al., 2009). Additionally, the effectiveness of teacher education is in question. As a way to explore these issues, this qualitative case study focused specifically on the experiences of beginning teachers in the teaching of writing. The purpose of this study was to better understand the teaching of writing that beginning teachers enact and what influences their instructional choices. The participants were 17 first year elementary teachers and graduates of a recently redesigned teacher education program housed in an urban-serving Midwestern university. The redesigned program followed a practice-based model attending to themes of diversity and social justice. The literacy methods course in particular drew from the diverse constructivist orientation (Au, 2011) as a way to prepare culturally responsive educators. Data analysis was framed by the diverse constructivist orientation (Au, 2011) to identify patterns and themes within each case and across cases. Findings included three themes that emerged in most cases and data sources: authentic literacy practices and materials, literacy ownership, and not satisfied with writing instruction.
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Introduction to the study -- Literature review -- Methodology -- Findings -- Discussion -- Appendix A. Initial Questionnaire -- Appendix B. Semi-structured Interview Guide -- Appendix C. Observation Protocol -- Appendix D. Classroom Assessment Scoring System (CLASS) Domains, Dimensions,
Indicator and Behavioral Markers Overview -- Appendix E. Focus Group Protocol -- Appendix F. Consent for Participation in a Research Study (Questionnaire) -- Appendix G. Consent for Participation in a Research Study (Full Study) -- Appendix H. Letter to Superintendents -- Appendix I. Letter to Principals -- Appendix J. Study Approval Documentation
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Ph.D.