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Full-Text Articles in Education
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.
Poetry Is Powerful: High School Students And Pre-Service Teachers Develop Literacy Relationships Through Poetry, Susanne L. Nobles, Amy Price Azano
Poetry Is Powerful: High School Students And Pre-Service Teachers Develop Literacy Relationships Through Poetry, Susanne L. Nobles, Amy Price Azano
Teaching/Writing: The Journal of Writing Teacher Education
Teaching poetry can serve as a roadblock for many English teachers who lack confidence with the genre. Likewise, high school students struggle reading poetry and creating their own poetic works. In an effort to provide an authentic learning experience for our students, we created a semester-long, collaborative poetry project between our high school and college students. This manuscript provides details about the goals, processes, and takeaways for both groups of participants. The high school students were two classes of freshman-level English students who practiced developing critical literacy skills while reading, reciting, and writing poetry. The college students were pre-service English …
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
Teaching/Writing: The Journal of Writing Teacher Education
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Teaching/Writing: The Journal of Writing Teacher Education
Because we believe strongly that writers develop through authentic writing instruction - and because we see policies that drive practices away from these goals - we have decided to speak up and to speak out through advocacy blogging. Teachers, Profs, Parents: Writers Who Care (writerswhocare.wordpress.com) was born from our frustration with current mandates that limit teachers and students to reductive writing. We know what good writing instruction looks like, and we want to share that knowledge with an audience beyond academia. In doing so, we hope to redefine what it means to be an academic writer and to encourage others …