Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe
Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe
Teaching/Writing: The Journal of Writing Teacher Education
Teaching writing to elementary students can be a difficult instructional task for many teachers, due to the complexity of the writing process and the variety of skills that students must demonstrate to be considered proficient writers. Because quality instruction is highly predictive of students’ achievements, teachers need to feel competent in various subject-specific disciplines. This mixed-methods study examines the role of professional development in fostering elementary teachers’ writing proficiency, and improving their feelings of self-efficacy as writers. Results indicate that it is difficult for teachers whose students struggle with writing to feel confident in their own writing abilities.
Structure Speaks: User-Centered Design And Professional Development, Nikki Holland, Christian Z. Goering
Structure Speaks: User-Centered Design And Professional Development, Nikki Holland, Christian Z. Goering
Teaching/Writing: The Journal of Writing Teacher Education
This reflective essay situates a yearlong professional development endeavor led by a site of the National Writing Project within the language of technical communication. Developing rural writing teachers through four distinct design features—needs assessment, frequent contact, website redesign, collaborative planning through Google Docs—this work sought to put participants and providers on equal levels, sharing control of programming when possible. Professional development providers and teacher educators ultimately must model practices they desire to impacting students in the classroom.