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Full-Text Articles in Education

“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 Nov 2015

“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.


At-Risk Writer Program That Benefits Both The Students And The Educators, Bill Elgersma, Luke Hawley Nov 2015

At-Risk Writer Program That Benefits Both The Students And The Educators, Bill Elgersma, Luke Hawley

Faculty Work Comprehensive List

This session presented a small-college writing workshop model centered on increasing at-risk writers' persistence and motivation as they improved their writing through the use of pre-service teachers. An important component of the presentation was the one-on-one interactions that occurred and the value of these to both parties.


Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh Jul 2015

Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and ...