Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (24)
- Language and Literacy Education (21)
- Curriculum and Instruction (15)
- Secondary Education and Teaching (15)
- Educational Methods (10)
-
- Arts and Humanities (6)
- Rhetoric and Composition (6)
- Secondary Education (6)
- Elementary Education (5)
- Higher Education and Teaching (5)
- Online and Distance Education (4)
- Elementary Education and Teaching (3)
- Junior High, Intermediate, Middle School Education and Teaching (3)
- Other Teacher Education and Professional Development (3)
- Educational Leadership (2)
- Educational Technology (2)
- Other Rhetoric and Composition (2)
- Adult and Continuing Education and Teaching (1)
- Educational Administration and Supervision (1)
- Elementary and Middle and Secondary Education Administration (1)
- English Language and Literature (1)
- Higher Education (1)
- Other Education (1)
- Other English Language and Literature (1)
- Scholarship of Teaching and Learning (1)
- University Extension (1)
- Keyword
-
- Writing (8)
- COVID-19 (5)
- Teacher education (5)
- Writing teacher education (4)
- Pandemic (3)
-
- Teaching writing (3)
- Elementary (2)
- Methods (2)
- National Writing Project (2)
- Preservice teachers (2)
- Teacher candidates (2)
- Writing instruction (2)
- Writing methods (2)
- 21st-century literacies (1)
- Advocacy (1)
- After school (1)
- At-promise writers (1)
- Authentic writing (1)
- Balanced literacy (1)
- Blogging (1)
- COVID-19 pandemic (1)
- Children's literature (1)
- Co-requisite course (1)
- Collaboration (1)
- Coronavirus (1)
- Covid (1)
- Covid-19 (1)
- Covid-19 Pandemic (1)
- Critical thinking (1)
- Development (1)
Articles 1 - 30 of 41
Full-Text Articles in Education
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 …
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.
(De)Valuing Multimodality: Exploring One Teacher-Writer’S Uneven Development In A Multimodal Composition Course, Mike P. Cook, Brandon Sams
(De)Valuing Multimodality: Exploring One Teacher-Writer’S Uneven Development In A Multimodal Composition Course, Mike P. Cook, Brandon Sams
Teaching/Writing: The Journal of Writing Teacher Education
This paper examines the learning experiences and identity development of one ELA pre-service teacher (Elise) in a multimodal composition course. The authors rely on single-case study methods to understand Elise’s multimodal compositions and reflections across the semester. This inquiry asks: a) In what ways does a multimodal literacy course influence PSTs' views of and positions on multimodal literacy instruction? b) What influence does a course focused on multimodal literacy/composing have on the identity development of ELA/writing teachers? c) What prior experiences and understandings facilitate or prevent PSTs uptake of multimodal concepts? Findings detail 1) how Elise at once valued and …
What Writing Processes Do Teacher Candidates Use? Findings From A Think-Aloud Protocol, Tracy Linderholm, Amanda Wall, Xiaomei Song, Whitney Carter
What Writing Processes Do Teacher Candidates Use? Findings From A Think-Aloud Protocol, Tracy Linderholm, Amanda Wall, Xiaomei Song, Whitney Carter
Teaching/Writing: The Journal of Writing Teacher Education
The objective of this study was to examine changes in teacher candidates’ writing processes and writing quality while enrolled in a writing-enriched course that was part of a college of education’s teacher education program. Participants in the study were enrolled in an introductory middle grades course that focused on pedagogical methods in general. A modified think-aloud method was used to collect data on ten teacher candidates’ writing processes as they responded to a writing prompt, once at the beginning of the semester and then again at the end. Data examined were the final product of writing, writing processes used in …
Building Writing Identities: Integrating Explicit Strategies With Authentic Writing Experiences To Engage At-Promise Writers, Robert A. Griffin, Morris R. Council Iii, Tamra W. Ogletree, Jennifer K. Allen, Bethany L. Scullin
Building Writing Identities: Integrating Explicit Strategies With Authentic Writing Experiences To Engage At-Promise Writers, Robert A. Griffin, Morris R. Council Iii, Tamra W. Ogletree, Jennifer K. Allen, Bethany L. Scullin
Teaching/Writing: The Journal of Writing Teacher Education
The message of what constitutes good writing instruction, though promulgated for decades, has not always nor consistently trickled down to P–12 schools, where writing instruction is often focused on preparing students for success on standardized tests and where prescriptive and formulaic approaches to teaching writing are prevalent. Part of the reason for this might be that teachers are not always familiar enough with authentic writing experiences that adequately engage all learners. As scholars in the fields of literacy and special education, respectively, the authors combine their collective expertise to address this concern. They offer skills-based tools and strategies that can …
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Teaching/Writing: The Journal of Writing Teacher Education
In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers’ shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and …
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Teaching/Writing: The Journal of Writing Teacher Education
This study used stimulated-recall interviews throughout four secondary English preservice teachers’ (PSTs) semester-long student teaching internships to examine how critical teaching moments shaped their evolving conceptions of 21st-century writing. The article first describes the participants’ collective definitions of features and experiences of 21st-century writing in the ELA classroom, focusing specifically on how they understood digital and multimodal composition. It then examines two case studies that demonstrate how PSTs’ teaching experiences destabilized, challenged, and contradicted their emerging definitions. Findings suggest that English educators may engage PSTs in conceptualizing nuanced and flexible 21st-century writing pedagogies as they construct field experiences as reflective …
Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell
Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell
Teaching/Writing: The Journal of Writing Teacher Education
Starting from the question of how high school and college writing teachers and teacher educators understand and represent what happens in each others' spaces, this meta-analysis establishes a baseline taxonomy of the ways in which we cross the divide. Combing through literature published in representative high school and college English professional journals since the introduction of the Common Core State Standards (CCSS) in 2010, this analysis finds five thematic clusters of how writing instructors understand and represent each other across the high school-college divide: (a) document analysis of the CCSS and the Framework for Success in Postsecondary Writing; (b) studies …
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 …
Teachers Writing, Healing, And Resisting, Anne Elrod Whitney
Teachers Writing, Healing, And Resisting, Anne Elrod Whitney
Teaching/Writing: The Journal of Writing Teacher Education
For at least the past twenty years, writing education and writing teacher education have been carried out in more and more tightly managed, neoliberally influenced policy conditions as well as worsening conditions of inequality in educational resources based on both race and on income. The result is increasingly dehumanizing conditions for teaching and learning writing. This context intersects in interesting ways with the notion of the teacher-writer. This essay re-raises and reframes the idea of the teacher-writer to open up possibilities for both resilience, and resistance-- both in teachers’ individual lives, and for teachers in the collective sense.
Growing And Learning As A Student, Teacher, And Artist, Lauren Johnson
Growing And Learning As A Student, Teacher, And Artist, Lauren Johnson
Teaching/Writing: The Journal of Writing Teacher Education
Notes on the process of creating the unique cover designs for the special issue of Teaching/Writing: The Journal of Writing Teacher Education, 'Writing Teacher Education in Extraordinary Times'
What Covid-19 Is Teaching Me About Writing, Rebekah J. Buchanan
What Covid-19 Is Teaching Me About Writing, Rebekah J. Buchanan
Teaching/Writing: The Journal of Writing Teacher Education
This is a narrative piece for the special edition, Writing Teacher Education in Extraordinary Times. It addresses my work with English Education candidates, student teachers, and first-year writing students.
Bringing Out The Best Of Leaders, Teachers, And Students In The Midst Of Covid-19: Lessons Learned From Russell County, Alabama, Adam Kilcrease Phd
Bringing Out The Best Of Leaders, Teachers, And Students In The Midst Of Covid-19: Lessons Learned From Russell County, Alabama, Adam Kilcrease Phd
Teaching/Writing: The Journal of Writing Teacher Education
The COVID-19 pandemic of 2020 caused negative effects related to the economy, families, and the public education sector; however, one system in Russell County emerged from the pandemic with stories to share. The purpose of this article was to describe an effective School Closure Plan related to the COVID-19 pandemic in Russell County, Alabama. Guided by the system's superintendent, leaders, teachers, students, and guardians joined forces to navigate the unfamiliar roads of the health crisis while providing continued opportunities for students to learn in virtual and blended formats. With a focus on critical standards outlined by the Alabama State Department …
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how a sudden shift to distance learning created unique challenges in a co-requisite course for English language learners. Focusing on critical thinking and advanced ESL composition during the COVID-19 Pandemic required course adjustments and a new way of thinking about how to teach and learn in unprecedented times.
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.
New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato
New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato
Teaching/Writing: The Journal of Writing Teacher Education
In this article, I discuss an initiative to support preservice and practicing English language arts teachers in their growth as teachers of writers through a field experience in a university writing center. In addition, I highlight how I modified these plans when our campus transitioned to online teaching and learning in response to the COVID-19 Pandemic. Demonstrating how teachers grew, despite the challenges we faced, I argue the importance of teacher educators considering new possibilities for field-based teaching learning, particularly during a time in which preservice teachers may have limited access to learning in practice in K-12 schools.
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.
Looking Forward, Looking Back: Reflections On Values And Pedagogical Choices During Covid-19, Susanna L. Benko
Looking Forward, Looking Back: Reflections On Values And Pedagogical Choices During Covid-19, Susanna L. Benko
Teaching/Writing: The Journal of Writing Teacher Education
In this reflective essay, the author describes teaching a writing pedagogy course for secondary English education students during the Covid-19 pandemic. The author describes two different bodies of literature – ethics of care and high leverage practices -- and reflects how these concepts guided her pedagogical decision making when moving her class online on a short timeline.
Puerto Rican English Teachers’ Perception Of Student Resilience In Extraordinary Times, Elenita Irizarry Ramos
Puerto Rican English Teachers’ Perception Of Student Resilience In Extraordinary Times, Elenita Irizarry Ramos
Teaching/Writing: The Journal of Writing Teacher Education
This qualitative study documents how Puerto Rican English teachers innovated and adapted their teaching of writing in the aftermath of Hurricane María, ongoing earthquakes, political unrest, and COVID-19. In 2019, The still recovering- from two hurricanes, which killed more than 3,000 people- the Puerto Rican population was hit with leaked text messages that allegedly evidenced offensive jokes - about the government’s relief response- between then governor, Dr. Ricardo Roselló, members of his cabinet, and lobbyists. This resulted in mass protests that lead to the politician’s resignation during the summer of 2019. In early January, earthquakes rocked the island amassing uncountable …
Building Community In A Virtual Course, Kristen Hawley Turner
Building Community In A Virtual Course, Kristen Hawley Turner
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Writing And Adapting Instruction During The Time Of Covid-19, David Premont
Writing And Adapting Instruction During The Time Of Covid-19, David Premont
Teaching/Writing: The Journal of Writing Teacher Education
Writing and teaching writing during the early parts of the Covid-19 pandemic presented a number of challenges. This article explores a few challenges and possibilities to address the teaching of writing.
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 …
Socially Distant But Digitally Connected: How One Online Literacy Teacher Educator Responded To The Covid-19 Pandemic, Robert A. Griffin
Socially Distant But Digitally Connected: How One Online Literacy Teacher Educator Responded To The Covid-19 Pandemic, Robert A. Griffin
Teaching/Writing: The Journal of Writing Teacher Education
In this perspectives piece, the author, a literacy education teacher educator, discusses his struggles several years earlier to adapt and transfer a conceptually dense face-to-face course to an online format—a struggle with which many of his colleagues who were faced with transferring their courses to an online format in light of the COVID-19 and institutional closings could identify. He describes how he organized his online course, including the design of the modules and assignments along a scaffolded, simple-to-complex structure. The challenges during this pandemic are especially pronounced for teacher educators who have less experience with online teaching. The author envisions …
Experiential Learning In The Covid-19 Era: Challenges And Opportunities For Esol Teacher Educators, Carolina Pelaez-Morales
Experiential Learning In The Covid-19 Era: Challenges And Opportunities For Esol Teacher Educators, Carolina Pelaez-Morales
Teaching/Writing: The Journal of Writing Teacher Education
Spring 2020, or the COVID-19 pivot, will be forever remembered as the semester that took educators by surprise. The challenges educators faced were numerous and they varied extensively depending on different variables like student level, subject, institutional support, among others. This article chronicles the journey of a Teaching English to Speakers of Other Languages (TESOL) educator teaching a TESOL methodologies course that used experiential learning in the form of classroom observations and reflections. Through vignettes of her experiences and those of her students, as they navigated the challenges of completing field-work during the COVID-19 pandemic, the educator discusses areas of …
An Evolution Of Writer's Notebooks: Authenticity And The Power Of Writing In A Pandemic, Alex Ellison, Sarah Hochstetler
An Evolution Of Writer's Notebooks: Authenticity And The Power Of Writing In A Pandemic, Alex Ellison, Sarah Hochstetler
Teaching/Writing: The Journal of Writing Teacher Education
This article narrates how one assignment, the writer’s notebook, evolved when a writing methods course shifted online in response to COVID-19. In offering their early observations and selected reflections from course colleagues on the use of the notebooks, the authors emphasize the power of writing and echo the necessity of authentic writing assignments, especially when the commitment to these always-important values is disrupted.
Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson
Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson
Teaching/Writing: The Journal of Writing Teacher Education
As educators we are by our very nature self-reflective practitioners. The COVID-19 pandemic of 2020 forced many of us to reconsider our approaches to remote learning, and this narrative describes my experiences with alternative delivery methods of instruction during the past two months. It is my hope that others can learn from both my successes and my failures. I encourage all educators to thoughtfully examine what they have experienced during this unprecedented time and consider how the lessons learned can positively influence their instructional approaches and readiness moving forward. The narrative begins by contextualizing my background, programs, classes, and institution. …
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.
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 …
Failure, Flexibility, And (Self-)Forgiveness: Authentic Modeling Through Distance Instruction, Brandie L. Bohney
Failure, Flexibility, And (Self-)Forgiveness: Authentic Modeling Through Distance Instruction, Brandie L. Bohney
Teaching/Writing: The Journal of Writing Teacher Education
After adjusting her writing methods course for distance learning due to coronavirus restrictions, an experienced teacher but early-career teacher educator gets a difficult and important reminder about what failure in the classroom feels like. Using this failure as an opportunity, she chooses an honest and vulnerable approach to readjusting the course and finds that the strategy serves both her and her students well.
Embracing The Pivot In A Graduate Course: Stitching A New Garment, Cathy Fleischer
Embracing The Pivot In A Graduate Course: Stitching A New Garment, Cathy Fleischer
Teaching/Writing: The Journal of Writing Teacher Education
When an experienced writing teacher educator navigates teaching a National Writing Project-inspired, COVID-impacted graduate course with a group of experienced after-school teachers, she learns what the term “during this time” can mean.