Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (7)
- Language and Literacy Education (6)
- Secondary Education and Teaching (3)
- Arts and Humanities (2)
- Creative Writing (2)
-
- Curriculum and Instruction (2)
- Educational Technology (2)
- Higher Education and Teaching (2)
- Rhetoric and Composition (2)
- Secondary Education (2)
- Accessibility (1)
- Adult and Continuing Education (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Early Childhood Education (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Educational Methods (1)
- Elementary Education (1)
- Elementary Education and Teaching (1)
- Nonfiction (1)
- Other Teacher Education and Professional Development (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Keyword
-
- Literacy (2)
- Motivation (2)
- Teacher education (2)
- Writing instruction (2)
- Agency (1)
-
- Annotation (1)
- Assessment (1)
- Autobiography (1)
- Catharsis (1)
- Community literacy (1)
- Culture (1)
- Decentering (1)
- Dialogic reflection (1)
- ELA teacher identity development (1)
- English preservice teacher identity (1)
- Equity (1)
- Essential questions (1)
- Expectancy value theory (1)
- Family tree (1)
- Gender theory (1)
- Geneology (1)
- Grading (1)
- Hospitality (1)
- Inservice teacher education; teacher professional development; writing-as-making (1)
- Instructional coaching (1)
- Journaling (1)
- Learning technology (1)
- Literary theory (1)
- Literature study (1)
- Masculinity (1)
Articles 1 - 10 of 10
Full-Text Articles in Education
Teacher Professional Learning In A Writing-As-Making Mooc, Vicki Mcquitty, Sarah Lohnes Watulak, Joseph Runciman
Teacher Professional Learning In A Writing-As-Making Mooc, Vicki Mcquitty, Sarah Lohnes Watulak, Joseph Runciman
Teaching/Writing: The Journal of Writing Teacher Education
Teaching students to compose multimodal, digital writing is imperative in today’s world. Yet, few teachers feel prepared to effectively teach writing, particularly digital composing. This study investigated the design and implementation of an online professional development, Writing-as-Making Massive Open Online Collaboration(wmMOOC). In its design, wmMOOC drew upon elements of the maker movement, principles of connected learning, and the social practices of the National Writing Project. Results indicate that participants took ownership over their writing/making and learning processes and engaged in risk-taking—two necessary stances for creating effective digital compositions. However, they did not critically evaluate the traditional writing in their …
Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean
Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean
Teaching/Writing: The Journal of Writing Teacher Education
Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.
Pedagogical Practices And Collaborative Conversations: Teacher Candidates’ Approaches For Supporting Students’ Motivation In Writing, Michelle M.Z. Ohanian, Ernest Solar, Kara J. Brady, Carolyn Cook, Barbara Marinak
Pedagogical Practices And Collaborative Conversations: Teacher Candidates’ Approaches For Supporting Students’ Motivation In Writing, Michelle M.Z. Ohanian, Ernest Solar, Kara J. Brady, Carolyn Cook, Barbara Marinak
Teaching/Writing: The Journal of Writing Teacher Education
Writing is a multi-layered endeavor that calls on the writer to use their technical skills and rely on their emotional investment to realize a desired outcome. New practitioners need approaches for supporting students’ motivation and as well as skill development in writing. However, explicit attention to supporting students’ motivation to write has not been largely addressed in teacher preparation programs. The Motivation to Write Profile – College (MWP-C) instrument was developed to assess teacher candidates’ self-concept as a writer and value of writing. This qualitative study analyzed the open-ended responses of 96 teacher candidates to prompts related to self-concept as …
Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen
Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how two teacher educators cultivated dialogic partnerships in an English teaching methods course and during student teaching. The goal was to foster reflection and professional identity development among preservice teachers. We share our approaches to integrating dialogic journals into coursework and student teaching praxis and offer initial observations about ways we see dialogic reflection as a practice that can support and sustain preservice teachers through early teaching transitions and into their careers.
Writing To Transgress: Autobiographies And Family Trees As Multimodal And Culturally Sustaining Writing Pedagogy, John Wesley White, Cynthia Lynn Sumner
Writing To Transgress: Autobiographies And Family Trees As Multimodal And Culturally Sustaining Writing Pedagogy, John Wesley White, Cynthia Lynn Sumner
Teaching/Writing: The Journal of Writing Teacher Education
Engaging today's students in writing often requires more than formulas and prompts; it requires the use of culturally sustaining genres and modalities that speak to students' lived experiences and what they know best. This paper chronicles an urban teacher's attempt to create and use a writing prompt and a genre that would speak to and engage students who had previously experienced discouragement surrounding their academic writing. More specifically, we examine how the teacher used family trees, student-led interviews with family members, and family artifacts to engage his students in telling their own stories and, subsequently, how changes in this teacher's …
Decentering The Book(Room) And (Re)Centering Students’ Interest In Contemporary Issues: Theories, Questions, And Relevance, Annamary Consalvo, Katharine Covino, Natalie Chase
Decentering The Book(Room) And (Re)Centering Students’ Interest In Contemporary Issues: Theories, Questions, And Relevance, Annamary Consalvo, Katharine Covino, Natalie Chase
Teaching/Writing: The Journal of Writing Teacher Education
This article offers a framework by which teacher educators can offer novice teachers of English a way to open up the teaching of literature away from book-centric practices and toward those of inquiry. A six-step process, accompanied by a detailed example, is offered that acknowledges the traditional bookroom options and connects to the wide array of literary theories that can generate essential questions and move teaching away from atomized, right-wrong kinds of instruction and toward addressing issues of interest and importance to youth.
“Can I Write About What Happened To Me?”: A Narrative Inquiry Into The Audience And Purpose Of Students’ And Their Teachers’ Writing In An Age Of Accountability And Unrest, Kate Sjostrom
Teaching/Writing: The Journal of Writing Teacher Education
Many teachers and administrators, feeling the pressure to produce high standardized test scores and meet state standards, have narrowed the variety of genres taught and resorted to prescriptive writing formulas, effectively stunting the writing and thinking development of students and future teachers, and foreclosing the opportunity for writing to do important personal and interpersonal work in a time of racial reckoning, alienation, and violence. In this context, the study’s author and a pre-service teacher participating in the author’s research study on writing teacher identity development grapple with just what the audience and purpose of students’—and teachers’—writing should and could be. …
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Teaching/Writing: The Journal of Writing Teacher Education
Seasoned secondary and college instructors discuss successful face-to-face assessment, especially in virtual settings. F2F assessment frees educators to co-create equitable literacy learning experiences with students, encourages agency, demystifies the grading process, develops the classroom community, and brings meaningful inquiry about writers’ own skills and practices, ultimately disrupting inequities and inequalities of traditional grading and creating “sanctuary spaces” for all writers.
The Evolution Of An Elementary Writing Workshop: Fostering Teacher Efficacy And Authentic Authorship In Young Writers, Jennifer Green, Kayla Steber
The Evolution Of An Elementary Writing Workshop: Fostering Teacher Efficacy And Authentic Authorship In Young Writers, Jennifer Green, Kayla Steber
Teaching/Writing: The Journal of Writing Teacher Education
Building confidence and efficacy in young writers is critical to long-term academic success, but for many teachers, writing is a complex and challenging discipline to teach. This exploratory case study examines the evolution of a writing workshop in an elementary classroom and the partnership between an instructional coach and teacher. Observational data shed light on the phenomena of student motivation, teacher efficacy, and culturally responsive approaches to writing. Collaborative teaching methods and careful attention to the principles of writing workshop contributed to an enriching journey for the coach, the teacher, and her third-grade students. A portrait of their lived experiences …
Extending Literacy Work Beyond Our Buildings: The Collaborative Work Of Creating A Community Writing Center, Catherine Calabro Cavin, Cathy Fleischer, Ann Blakesee, Mary Garboden
Extending Literacy Work Beyond Our Buildings: The Collaborative Work Of Creating A Community Writing Center, Catherine Calabro Cavin, Cathy Fleischer, Ann Blakesee, Mary Garboden
Teaching/Writing: The Journal of Writing Teacher Education
YpsiWrites, a community writing center that supports youth and adults, is a collaborative effort among 826michigan, Eastern Michigan University’s Office of Campus and Community Writing, and the Ypsilanti District Library. The authors share the background for this work, the partnerships that sustain it, and the day-to-day realities of operating it. They conclude with ideas for how others might create similar collaborations to extend literacy beyond the walls of schools.