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Full-Text Articles in Education
Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron
Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron
Teaching/Writing: The Journal of Writing Teacher Education
The following embedded case study examines teachers’ perceptions of using digital and Web 2.0 tools for literacy instruction. These perceptions are important if teachers hope to enact a more participatory culture of creation rather than consumption called for by scholars such as the New London Group and the New Media Literacies scholars. Case study participants were teachers involved in a NWP site’s Invitational Summer Institute (ISI), with embedded cases of rural teachers in a high-poverty school district. The findings suggest teachers still face extrinsic barriers to enacting a participatory culture, and professional development is needed to help teachers effectively use …
Reimagining Instructional Practices: Exploring The Identity Work Of Teachers Of Writing, Melody Zoch, Joy Myers, Claire Lambert, Amy Vetter, Colleen Fairbanks
Reimagining Instructional Practices: Exploring The Identity Work Of Teachers Of Writing, Melody Zoch, Joy Myers, Claire Lambert, Amy Vetter, Colleen Fairbanks
Teaching/Writing: The Journal of Writing Teacher Education
This article provides a cross-case analysis of three teachers who participated in a two-week professional development (PD) on the teaching of writing that addressed their own identities as writers. This is an area that is commonly overlooked and how teachers view themselves as writers may play an important role in how they help their students to think of themselves as writers, may shape the conversations they have about writing, and may influence the kinds of writing opportunities they provide. Drawing on an identity perspective, the findings illustrate how the opportunity to construct and enact writing identities shaped how the teachers …
Transforming Writing Teachers: Two Professional Development Possibilities, Jessica Gallo, Bailey Herrmann
Transforming Writing Teachers: Two Professional Development Possibilities, Jessica Gallo, Bailey Herrmann
Teaching/Writing: The Journal of Writing Teacher Education
This article focuses on two professional development opportunities, The National Writing Project and Mindfulness-Based Stress Reduction, that provide transformative experiences for teachers. These two programs offer opportunities for meaningful, situated, and complex professional development that focus on the person and the professional.
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Teaching/Writing: The Journal of Writing Teacher Education
This study explores identity-based challenges that can hinder secondary English teachers enrolled in Master’s degree programs from experiencing professional growth. It illustrates how identity conflicts can prevent teachers from integrating a disciplinary identity into their professional sense-of-self, thereby limiting the benefits they might gain from graduate coursework. In particular, the study suggests that dissonance between discourse norms and values, concerns about community allegiances, and assumptions about language, difficulty, and power can impede teachers from appropriating disciplinary discourse and hinder them from combining it with more familiar discourses that circulate in schools and shape teachers’ identities.