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Full-Text Articles in Education
Teacher Professional Learning In A Writing-As-Making Mooc, Vicki Mcquitty, Sarah Lohnes Watulak, Joseph Runciman
Teacher Professional Learning In A Writing-As-Making Mooc, Vicki Mcquitty, Sarah Lohnes Watulak, Joseph Runciman
Teaching/Writing: The Journal of Writing Teacher Education
Teaching students to compose multimodal, digital writing is imperative in today’s world. Yet, few teachers feel prepared to effectively teach writing, particularly digital composing. This study investigated the design and implementation of an online professional development, Writing-as-Making Massive Open Online Collaboration(wmMOOC). In its design, wmMOOC drew upon elements of the maker movement, principles of connected learning, and the social practices of the National Writing Project. Results indicate that participants took ownership over their writing/making and learning processes and engaged in risk-taking—two necessary stances for creating effective digital compositions. However, they did not critically evaluate the traditional writing in their …
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 …
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.
Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch
Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch
Teaching/Writing: The Journal of Writing Teacher Education
In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In …
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.