Early Childhood Education Commons^™

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …

Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble

Teaching/Writing: The Journal of Writing Teacher Education

A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …

Positive Discipline As A Part Of Effective Classroom Management, Allison Stevens

Honors Theses

This study was driven by the researcher’s interest in learning more about classroom management, and in particular, how experienced teachers thought about positive discipline as part of a management system. The researcher was a teaching intern in an elementary suburban school, where she interviewed 5 teachers and the building principal about classroom management and positive discipline. Interviews were transcribed, and patterns across responses were sought. Findings revealed common pieces of effective classroom management: 1) setting clear expectations and rules, 2) consistency in applying rules and expectations, and 3) having good parent communication. All teachers used tangible extrinsic rewards to motivate …