Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 6 of 6

Full-Text Articles in Education

Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon Mar 2019

Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon

Teaching/Writing: The Journal of Writing Teacher Education

This paper explores the poetry writing of 15, multilingual ninth graders to construct a practitioner framework for analyzing writing as discourse with multilingual learners (MLs). Grounded in an understanding of poetry as a genre of access for both teachers and students, we asked: How does poetry—read as a specific, situated discourse—reveal linguistic and cultural competence among MLs in an urban, high-school classroom?

Using four tools of Critical Discourse Analysis—situated meaning, significance building, connections building, and identity building—we analyzed student poetry produced via an online mentoring platform. Through applying these lenses, three major themes emerged, which structured ...


Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures For Supporting Equitable And Rigorous Writing Instruction, Britnie Delinger Kane Nov 2016

Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures For Supporting Equitable And Rigorous Writing Instruction, Britnie Delinger Kane

Teaching/Writing: The Journal of Writing Teacher Education

To meet the composition demands of the future, secondary students in the United States will need more rigorous and more equitable writing instruction. They will need opportunities to inquire into and frame authentic problems. They will need to communicate for a variety of audiences and purposes, and they will need access to a variety of linguistic and literary forms. In turn, secondary teachers will need improved preparation for teaching writing. This conceptual review outlines what intellectually rigorous and equitable writing instruction looks like, arguing that teaching writing in these ways requires that teachers deploy substantial professional judgment. I then rely ...


Influences On Preservice Writing Instruction During The Secondary English As An Additional Language Practicum In Australia, Minh Hue Nguyen, Jill Brown Jan 2016

Influences On Preservice Writing Instruction During The Secondary English As An Additional Language Practicum In Australia, Minh Hue Nguyen, Jill Brown

Australian Journal of Teacher Education

Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers’ (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs’ personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs’ self-reflections, and analysis of the schools’ EAL programs. Data analysis revealed that the main factors shaping PSTs’ writing instruction included the EAL programs at the schools, school teachers and the mentors ...


The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup Nov 2015

The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup

Teaching/Writing: The Journal of Writing Teacher Education

Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach ...


Re-Thinking Personal Narrative In The Pedagogy Of Writing Teacher Preparation, Mary M. Juzwik, Anne Whitney, April Baker Bell, Amanda Smith Feb 2014

Re-Thinking Personal Narrative In The Pedagogy Of Writing Teacher Preparation, Mary M. Juzwik, Anne Whitney, April Baker Bell, Amanda Smith

Teaching/Writing: The Journal of Writing Teacher Education

How can teacher educators mobilize contemporary understandings of personal narrative -- as socially and dialogically shaped in the context of culture and as instrumental to sociocultural processes of self-authoring -- in the teaching of narrative writing and, more specifically, in the work of teaching teachers to teach narrative writing? Rarely do teachers teach strategies that might result in good narratives. Rarely do narrative texts written in school (or any other kinds of texts written in school, for that matter) actually go anywhere beyond the teacher, thus failing to offer students experience in negotiating meanings with readers, working out the versions of self ...


The Knowing/Doing Gap: Challenges Of Effective Writing Instruction In High School, Sylvia Read, Melanie M. Landon-Hays Sep 2013

The Knowing/Doing Gap: Challenges Of Effective Writing Instruction In High School, Sylvia Read, Melanie M. Landon-Hays

Teaching/Writing: The Journal of Writing Teacher Education

This study explores the challenges of effective writing instruction in high school, specifically examining the perceptions of five new high school English teachers regarding their own experiences learning to write as students, their preparation to become teachers of writing, and how they teach and assess writing in their classrooms. In order to more fully understand their view of writing instruction, we interviewed and observed them. The findings are organized into two strands: teacher beliefs about their own formative opportunities with writing, both as students and in preparation to become teachers, and teacher reflections on best practices in writing instruction and ...