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Exploring Kindergarten Teachers' Self-Perceptions Of Writing Instruction: An Appreciative Phenomenological Approach, Elizabeth Auguste
Exploring Kindergarten Teachers' Self-Perceptions Of Writing Instruction: An Appreciative Phenomenological Approach, Elizabeth Auguste
Dissertations, Theses, and Masters Projects
Current data point to the need for more research on writing instruction. The latest National Assessment of Educational Progress (NAEP) results showed that 73% of students in Grade 8 and Grade 12 scored basic or below on writing assessments, a trend reflected in college students’ writing. These data co-exist with research that reported teachers’ low self-efficacy with writing instruction .The most effective way to address these troubling statistics is to take a proactive approach that looks at writing instruction from its genesis—kindergarten. This post-intentional phenomenological study (Vagle, 2014) explored two aspects of kindergarten teachers’ self-perceptions of writing instruction (SPWI)—self-efficacy and …