Education Commons^™

A Review Of Ai-Powered Writing Tools And Their Implications For Academic Integrity In The Language Classroom, Jasper Roe, Willy A. Renandya, George M. Jacobs

Journal of English and Applied Linguistics

Writers have many digital tools available to help them with the creation of text. In some cases, these tools have been in existence for a long time, such as spellcheckers and basic grammar checkers that are available on word processing software. Today, new and increasingly more advanced tools are in use, and the ramifications of their use are not yet fully understood, particularly in the language classroom. Public interest in such tools has reached new levels with the release of artificially intelligent tools such as ChatGPT. In addition to this, the speed at which assistive writing technologies are developing may …

Partnering Pre-Service Teachers With First-Grade Writers: An Exploration Of Giving Effective Feedback, Kelly N. Tracy, Lydia J. Foust

Teaching/Writing: The Journal of Writing Teacher Education

Feedback is a critical component of teaching and learning (Black & William, 1998; Hattie, 2009). Thus, it is essential for pre-service teachers to have a clear understanding of how to give effective feedback, including on student writing. This article describes a collaborative partnership project between a first-grade teacher and a teacher educator focused on giving students feedback on their writing. Using the online tool Flipgrid, the project brought together 15 first graders and 27 pre-service teachers enrolled in a writing methods course in an effort to offer on-going feedback to the first graders as they were in the process of …

The Power Of Conflict Or Rhetoric And Poetry, Suzanne Riskin

be Still

I am grateful for the opportunity to write this piece, share my thoughts and give a moment of gratitude for the grace that medical students show to others, their attending physicians, patients and most importantly themselves Effective writing, speaking, and expression is easily born from a struggle with others. Our own internal battles emote themselves as prolific poetry.

This piece was inspired by the quote by Yeats.

The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck

Literacy Practice and Research

This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …

Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa

Teaching/Writing: The Journal of Writing Teacher Education

If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.

“We Can Position Ourselves As Experts”: Teachers Learning To Write And Publish On National Blogs, Henry "Cody" Miller, Gage Jeter

Excelsior: Leadership in Teaching and Learning

This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs …

Rethinking The Teaching Of Writing In An Era Of Remote Learning: Lessons Learned From A Local Site Of The National Writing Project, Troy Hicks

Teaching/Writing: The Journal of Writing Teacher Education

As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer of 2020. Built on principles of the National Writing Project including openness, flexibility, and an inquiry-driven stance toward professional learning, the work of this site’s director and teacher leaders is described as they worked together to think about issues of equity and access, socio-emotional …

The Impact Of Family Engagement On Student Achievement, Christina M. Hall

Networks: An Online Journal for Teacher Research

This action research study explores the impact of family engagement on student achievement using three family/student pairs. Family involvement has an impact on student learning and achievement throughout the school year. Taking a look at how a family’s involvement in their student’s learning plays a part on the achievement the student has throughout the school year. Previous writing scores were used to compare the growth made within a three-month period after the families worked with students to give feedback through a classroom communication app. Families were able to work at home to give feedback while their students were in class …

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The …

Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza

Teaching and Learning in Communication Sciences & Disorders

The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …

When Meaningful Writing Reflects Vincentian Values, Michele Eodice, Anne Ellen Geller, Neal Lerner

Journal of Vincentian Social Action

In The Meaningful Writing Project – our study of over 700 seniors at three universities – students describe how education values are embodied in writing projects in and out of school. In brief, our results show that students find meaning when they are invited to tap into the power of personal connection, see what they are writing as applicable and relevant to the real world, imagine their future selves, immerse themselves in what they are thinking and writing about, and experience research for learning. In many cases, the experiences students reported are aligned with Vincentian values for higher education, namely …

Focus On Writing: Collaborative Action Research In The Classroom, Carol Marchel, Dianne Whitaker

Perspectives In Learning

In higher education, professors are expected to provide quality instruction, although rewards are often based on research activities. For those who value teaching for its own sake, it is difficult to balance the competing demands of life within academe with the demands of teaching. As teachers, we seek to understand student needs to improve our classroom practice. More importantly, we want to show students how to improve their own skills. This article describes how we combined both research and instruction to improve the quality of instruction while providing students with a way to improve their skills. We utilized this approach …

Negotiating A Labyrinth: Uncovering Meaning Through Biography, Floretta Thornton-Reid

Perspectives In Learning

Biographical method is one of “several intellectual disciplines that make use of life writing” (Smith, 1994, p. 286). However, biographies are probably better described as an interdisciplinary methodology that incorporates several approaches to qualitative research including but not limited to life history, narrative analysis, case study, historical social science, grounded theory and ethnography (Marshall & Rossman, 1999; Riessman, 1993; Atkinson, 1998). In laymen’s terms, a biography can be understood as the written history of a person’s life. Thus the life history or narrative story of a person is a key biographical concept. Controversy has long surrounded life history. Runyan (1982a) …