Writing Development Over Time: Examining Preservice Teachers' Attitudes and Beliefs About Writing

Hall, Anna H.; Grisham-Brown, Jennifer

doi:10.1080/10901027.2011.572230

Cited by 36 publications

(19 citation statements)

References 11 publications

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“…However, with an overarching emphasis on reading in the primary grades, early childhood teacher preparation programs and professional development for primary grade teachers likely concentrate the majority of literacy preparation on reading instruction and provide limited attention to developing and enhancing instructional practices that improve early literacy development through writing (Hall and Grisham-Brown 2011;Norman and Spencer 2005). Consequently, they may be unprepared to engage in instructional practices that align with how early writing skills develop in young children, making it difficult to respond to the recommendation to increase writing instructional experiences in their classrooms that enhance early literacy skills in young children.…”

Section: Introductionmentioning

confidence: 98%

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth

Wimmer

Wilcox

et al. 2016

Early Childhood Educ J

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Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional practices that align with how early writing skills develop in young children. To this end, early childhood teachers and teacher educators can benefit from an enhanced understanding of the writing instructional practices teachers have engaged in and the associated challenges they have experienced as they respond to the expectation to increase writing experiences in their classrooms. Thus the purpose of this study was to examine how five K-2 teachers perceived, implemented, and reflected on writing instruction in their classrooms. Using a case study design, researchers examined interview, survey, and observational data, resulting in an in-depth description and analysis of the writing instructional experiences of these five teachers. Qualitative analyses identified two meta-themes related to writing instruction: opportunities and obstacles. Implications for K-2 teacher preparation and professional development are discussed.

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Section: Introductionmentioning

confidence: 98%

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth

Wimmer

Wilcox

et al. 2016

Early Childhood Educ J

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show abstract

“…They affirmed that the cognition of teachers is context situated and involving the teachers understanding of the teaching concepts, the context, and the culture in which the teaching takes place (Hall and Grisham-Brown, 2011). This theory is emphasized by Putnam and Borko (2000) who emphasized the effect of the particular physical and social contexts in which the teaching takes place.…”

Section: Teachers' Cognition Is Context-sensitive and Situatedmentioning

confidence: 99%

“…Teachers are not independent to decide on their teaching methods. They explain that EFL teachers "are bound by social conventions, learners" expectations and school and ministry"s policies about how to teach and what methodology to follow" (Hall, 2011).…”

Section: The Kau/eli Contextmentioning

confidence: 99%

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Youssef

Shukri

2018

International Journal of Education and Practice

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Article HistoryThis paper presents the analysis of a case study on EFL experienced teachers in the English Language Institute of King Abdul Aziz University in Jeddah, Saudi Arabia. The aim of the study is to investigate if the expectations of the environment affects the intentional activity and the agency of the teachers in their classrooms. The focal area of the study is to identify ways intentional classroom activity of the teachers have changed according to the expectations of the different agents within the mentioned EFL ecological context despite the contradiction of this change with the teachers" cognition coming from their earlier education and practical experience. As for the research method, it is a case study where two semi-structured interviews were conducted with two experienced teachers. The results of these interviews demonstrate a positive correlation between the contextual expectations of the educational institution environment with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former knowledge and practice. Further studies using varied research tools is required to investigate into how teachers" practice is influenced by the expectations of the educational ecological setting. Contribution/Originality:This study is one of very few studies which have investigated the relationship between the contextual expectations of the educational institution environment in Saudi Arabia with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former cognition and practice.

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“…Many researchers looked at preservice teachers to assess their understanding as writers (e.g., Hall & Grisham-Brown, 2011;Zimmerman, Morgan, & Kidder-Brown, 2014). They found that preservice teachers did not enjoy writing, had a difficult time visualizing themselves as being effective writing teachers, and lacked confidence as writers and future teachers of writing.…”

Section: The Benefits Of Teachers As Writersmentioning

confidence: 99%

Rising to the Challenge

Xiao-ping

Zhang

2015

Sage Open

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Writing is recognized as a vital skill in education and the workplace; students in the United States finishing K-12 schooling are expected to be competent writers. Yet, the Nation’s Report Card found that U.S. high school graduates coming into the workforce are particularly deficient in writing skills. Teachers serve as a crucial link in the move to improve literacy skills of K-12 students; however, teachers themselves are underprepared to be writers and writing teachers. Therefore, there is an urgent need to improve teachers’ writing skills and skills of teaching writing to improve K-12 students’ writing skills in the United States. This qualitative study examined the process-based writing project experienced by 22 practicing teachers through their reflective practices in a graduate capstone class. In particular, this study explored the challenges the teachers faced and the lessons they learned through the recursive phases of writing: planning, drafting, revising, editing, conferring, and publishing. The triangulation of the researchers’ field notes, teachers’ daily reflections, and informal interviews between the instructor and the teachers indicated that the challenges the teachers faced and the lesson they learned through the process-based writing project were phase specific. On the completion of the writing project, the participating teachers (a) developed a deep understanding of process-based writing; (b) learned new skills of planning, drafting, revising, editing, and sharing; and (c) were more confident as writers themselves and as writing teachers for their students.

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Writing Development Over Time: Examining Preservice Teachers' Attitudes and Beliefs About Writing

Cited by 36 publications

References 11 publications

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Rising to the Challenge

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