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Articles 1 - 10 of 10
Full-Text Articles in Education
Partnering Pre-Service Teachers With First-Grade Writers: An Exploration Of Giving Effective Feedback, Kelly N. Tracy, Lydia J. Foust
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 …
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Teaching/Writing: The Journal of Writing Teacher Education
The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into …
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 …
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Teaching/Writing: The Journal of Writing Teacher Education
This paper presents a collaborative approach to professional learning in which classroom teachers mentored teacher candidates to connect theory and practice through formative assessment to improve students’ writing. Professional learning sessions pairing the teachers and teacher candidates occurred in each of the fall and winter semesters in two years of this project. Data were collected at these sessions and during focus group debriefings. The findings are themes related to: lines of communication and levels of collaboration; teachers’ pedagogical decisions about blogging and writing in their classrooms; classroom teachers and teacher candidates enacting formative writing assessment in the blogging platform; the …
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 …
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching/Writing: The Journal of Writing Teacher Education
This account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres.
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Teaching/Writing: The Journal of Writing Teacher Education
This paper describes the successes and challenges of an assistant professor and her students as they were forced to pivot mid-semester from a traditional face-to-face Elementary Language Arts Methods course to a completely online course due to the COVID-19 Pandemic. Increased communication, identifying and sharing valuable resources, and adopting a more flexible attitude when it comes to writing instruction were among the successes of this now online course. While ensuring that online field experiences were meaningful was one of the biggest challenges. Takeaways were that increased communication and flexibility are vital parts of online learning, especially when in an unexpected …
Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis
Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis
Teaching/Writing: The Journal of Writing Teacher Education
This narrative describes how an undergraduate writing teacher educator’s personal response to the COVID-19 pandemic influenced her approach to working with writing methods students. The piece outlines her process for supporting students’ social-emotional and academic needs as the classroom community’s work shifted from face-to-face class meetings and K-5 clinical placements to the online space. Important to this process is building on the course's previously covered course content to re-imagine with students the approaches, routines, and procedures for the now online-only writing community.
Writing Across Campus: Using Authentic Writing Experiences To Help Pre-Service Teachers Learn To Teach Writing, Jennifer A. Knight, Meghan K. Block
Writing Across Campus: Using Authentic Writing Experiences To Help Pre-Service Teachers Learn To Teach Writing, Jennifer A. Knight, Meghan K. Block
Teaching/Writing: The Journal of Writing Teacher Education
This study demonstrates the impact asynchronous discussion boards had on cross-college preservice teachers writing and writing instruction understanding. Participants from two universities in writing methods courses participated in discussion boards to learn about writing instruction. Students in the groups not only asked higher-level depth of knowledge questions to each other, but they also began to focus their responses and comments about their future teaching and instructional practices. Students built a stronger community of writers than students in previous courses that read, responded, and replied to peers.
A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons
A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons
Teaching/Writing: The Journal of Writing Teacher Education
We know very little about what happens in elementary literacy methods courses, particularly those that focus on writing instruction. In this study, we offer a window into writing methods instruction, examining three pedagogies of practice used by experienced teacher educators (TEs) across one U.S. state —representations, decompositions, and approximations of practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009). We found a variety of ways that instructors use these pedagogies of practice, both in isolation and in combination, in their instruction. We provide implications and suggestions for the support and development of elementary writing methods TEs.