Open Access. Powered by Scholars. Published by Universities.®
Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (126)
- Teacher Education and Professional Development (120)
- Elementary Education (25)
- Educational Methods (23)
- Secondary Education and Teaching (23)
-
- Secondary Education (20)
- Elementary Education and Teaching (17)
- Arts and Humanities (15)
- Higher Education (15)
- Early Childhood Education (14)
- Bilingual, Multilingual, and Multicultural Education (13)
- Scholarship of Teaching and Learning (12)
- Special Education and Teaching (10)
- English Language and Literature (8)
- Junior High, Intermediate, Middle School Education and Teaching (8)
- Online and Distance Education (8)
- Curriculum and Social Inquiry (7)
- Educational Assessment, Evaluation, and Research (7)
- Educational Psychology (7)
- Rhetoric and Composition (7)
- Other Teacher Education and Professional Development (6)
- Social and Behavioral Sciences (6)
- Disability and Equity in Education (5)
- Adult and Continuing Education (4)
- Higher Education and Teaching (4)
- Medicine and Health Sciences (3)
- Adult and Continuing Education and Teaching (2)
- Communication Sciences and Disorders (2)
- Keyword
-
- Teacher education (21)
- Writing (16)
- Preservice teachers (15)
- Literacy (13)
- Writing instruction (11)
-
- Children’s literature (10)
- Professional development (8)
- Teacher preparation (7)
- Literacy coaching (6)
- Literacy instruction (6)
- Reading instruction (5)
- Writing methods (5)
- Assessment (4)
- Children's literature (4)
- Diversity (4)
- Metacognition (4)
- Methods (4)
- Picture books (4)
- Reading (4)
- Self-efficacy (4)
- Teacher candidates (4)
- Vocabulary (4)
- Writing teacher education (4)
- Adolescent literacy (3)
- Agency (3)
- Book club (3)
- Content analysis (3)
- Discourse analysis (3)
- Elementary (3)
- Elementary education (3)
- Publication Year
- Publication
- Publication Type
Articles 31 - 60 of 225
Full-Text Articles in Language and Literacy Education
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students, Julianne Scullen
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students, Julianne Scullen
Reading Horizons: A Journal of Literacy and Language Arts
Building upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers …
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee
Reading Horizons: A Journal of Literacy and Language Arts
There is increasing evidence that literacy coaching is an effective method for supporting teachers’ professional development. At the same time, teacher evaluation systems have intensified in response to reform initiatives, raising questions about what happens at the intersection of teacher evaluation and coaching. Despite the potential of coaching to promote deep reflection and professional growth, discourses of teacher evaluation can disrupt teacher-coach relationships if accountability is privileged over professional learning and coaches are positioned as experts who judge and report on teachers’ performance. The purpose of this study was to explore how dominant discourses of teacher evaluation influenced the professional …
Spanish Education: Teaching Philosophy Learned From Best Practice And Student And Teacher Engagement., Olivia Anderson
Spanish Education: Teaching Philosophy Learned From Best Practice And Student And Teacher Engagement., Olivia Anderson
Honors Theses
This honors thesis investigates best practices for teaching Spanish in K–12 settings by conducting qualitative interviews with Spanish teachers at the elementary, middle, and high school levels. The study focuses on identifying effective strategies and classroom activities that promote student engagement and language proficiency while examining how teachers continue to develop professionally. Conscious of the American Council on the Teaching of Foreign Languages’ (ACTFL) Five C’s—Communication, Cultures, Connections, Comparisons, and Communities—the research highlights communication as the central pillar of language learning. Through detailed classroom examples, such as “Mapa del Martes,” student-created cooking videos, and Kagan Strategies, the thesis illustrates how …
Reading Between The Lines: Examining The Literacy Preparation And Classroom Realities Of Teachers Of Color, Dr. Cathy D. Kea, Fanica Young, Joy Banks, Annette Teasdell
Reading Between The Lines: Examining The Literacy Preparation And Classroom Realities Of Teachers Of Color, Dr. Cathy D. Kea, Fanica Young, Joy Banks, Annette Teasdell
Reading Horizons: A Journal of Literacy and Language Arts
This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators …
Prioritizing Learners’ Cultural Assets And Multimodal Literacies During Preservice Teachers’ Community Literacy Experience, Janine Bixler, Rebecca Norman
Prioritizing Learners’ Cultural Assets And Multimodal Literacies During Preservice Teachers’ Community Literacy Experience, Janine Bixler, Rebecca Norman
Reading Horizons: A Journal of Literacy and Language Arts
As teacher educators, we believe it is critical for preservice teachers (PSTs) to recognize the many cultural assets that learners bring to today’s diverse classrooms and to use these assets in their instruction. It is key to the literacy success of all students, particularly children of low socioeconomic status, multilingual learners, children of color, and children who continue to have limited literacy success in school. Our teacher preparation program in childhood includes out-of-school community literacy experiences for teaching diverse Grade 1–6 learners because these hybrid spaces provide rich opportunities for our candidates to learn about and with children and their …
Editorial Review Board Vol. 63 Issue 2
Editorial Review Board Vol. 63 Issue 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Examining Complexity In Middle School Students’ Evaluation Of Books Introduced By Teachers, Lauren Capotosto
Examining Complexity In Middle School Students’ Evaluation Of Books Introduced By Teachers, Lauren Capotosto
Reading Horizons: A Journal of Literacy and Language Arts
To promote independent reading in middle school, teachers must understand why adolescents choose to read or not read a specific book. Yet, there is limited research on the factors that students consider when evaluating books that teachers have introduced them to in class. This study aimed to describe factors that 43 Grade 7 and 8 students noted as important to their evaluation of 14 books that teachers introduced in class through brief read alouds and short videos. Furthermore, it explored complexity in evaluations of texts when students appreciated some but not all aspects of a book. After each book introduction, …
Unpacking East And Southeast Asian Immigrants Portrayed In Children’S Picturebooks: Centering On Immigration In Contemporary Times, Su Jeong Wee, Jinhee Kim, Vivian Yang
Unpacking East And Southeast Asian Immigrants Portrayed In Children’S Picturebooks: Centering On Immigration In Contemporary Times, Su Jeong Wee, Jinhee Kim, Vivian Yang
Reading Horizons: A Journal of Literacy and Language Arts
This article describes a study that examined the portrayal of East and Southeast Asian immigrant children and their families in children’s picturebooks, focusing on their racialized and minoritized experiences. The authors’ analysis included a sample of 39 picturebooks written in English and published in the United States between 1993 and 2022. The findings reveal that these immigrant children and families are depicted as facing racism, stereotypes, financial difficulties, cultural differences, and language barriers. The Asian protagonists respond to their challenges in various ways, often employing multiple coping strategies. Additionally, they frequently find support through their social relationships when dealing with …
Learning To Facilitate English Language Discussion With Newcomers Using Visual Narratives, Laura B. Kelly
Learning To Facilitate English Language Discussion With Newcomers Using Visual Narratives, Laura B. Kelly
Reading Horizons: A Journal of Literacy and Language Arts
This self-study reports a teacher educator’s efforts to support college student tutors in facilitating English language discussions about a wordless picturebook with immigrant and refugee youth at a newcomer high school. Drawing on critical sociocultural theory and practice-based teacher education, the study reports how tutors adopted a new and unfamiliar pedagogical repertoire as they became more skilled discussion facilitators. The study documents support needed (and missing) for the college tutors to take up this skill. Additionally, the study reports the affordances of a particular wordless book, The Arrival, as a tool that college student tutors used in the process of …
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Dissertations
This qualitative narrative case study was designed to examine the pedagogical choices of four English Language Arts teachers who teach the Holocaust. This study shares the “picture” of the four English language arts teachers from Michigan, Indiana, and Florida. Data collected through interviews and curricular documents were analyzed in connection to each of the teacher’s identities and rationales for teaching the Holocaust. This study highlights each teacher’s process of becoming a Holocaust teacher and describes how each teaches the content of the Holocaust in grades fifth to tenth. It uncovers the common dispositions of these four teachers. It shares the …
“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers And Teachers Of Writing, Erica Holyoke, Susan Tily
“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers And Teachers Of Writing, Erica Holyoke, Susan Tily
Teaching/Writing: The Journal of Writing Teacher Education
This study investigates how preservice teachers (PTs) created and enacted innovative views of writing instruction through course experiences in a field-based writing methods course as writers and teachers working with early elementary authors. Theoretically, we drew on radical imagination (Sailors, 2018) to interpret PT’s narratives and experiences in the course. We used constant comparative data analysis across sources, which included field notes, observations, and course artifacts. The findings explore interrelationships between being a writer, establishing a writing identity, and teaching and envisioning writing instruction through liberating perspectives through writing for social change. The implications of this work argue for integrated, …
I’M Not A Writer, I’M An Alpaca: Preferences And Perspectives Of Emergent Writers, Shaya Helbig
I’M Not A Writer, I’M An Alpaca: Preferences And Perspectives Of Emergent Writers, Shaya Helbig
Waldo Library Student Exhibits
This case study explored preschool children’s perspectives and preferences in writing. While the voices of children are valued in research, often it is the voice of the adult researcher that emerges through their interpretations of the children’s perspectives (Harcourt & Sargent, 2011). In addition, research focusing on children’s interest in writing is limited (Rowe & Neitzel, 2010). The focal study held three focus group sessions, framed by Write, Draw, Show, and Tell (Noonan et al., 2016) with four preschool-aged children in order to better understand their preferences in writing materials, and their perceptions and understanding of writing. Data sources included …
A Wide-Angle View Of Prekindergarten Through 12th-Grade Teachers’ Beliefs About Language Correction, Mike Metz, Matthew J. Gordon, Thanh Nguyen
A Wide-Angle View Of Prekindergarten Through 12th-Grade Teachers’ Beliefs About Language Correction, Mike Metz, Matthew J. Gordon, Thanh Nguyen
Reading Horizons: A Journal of Literacy and Language Arts
This article explores patterns in teachers’ reported correction of student language use in speech and writing. The authors use the concept of language correction in student writing and student speech as a proxy for prescriptive approaches to teaching about language. By conducting a large-scale survey of all language and literacy teachers from preschool through 12th grade across an entire state, the authors were able to identify patterns in teachers’ approaches to teaching about language that smaller case studies and nuanced qualitative studies have not yet documented. They examine differences in teachers’ self-reported correction of student language use across teacher characteristics …
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
Reading Horizons: A Journal of Literacy and Language Arts
Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …
Disability Representations And Portrayals In Picture Books With The Coretta Scott King Award, Sohyun Meacham, Shuaib J. Meacham, Irenea Walker, Bryce Davis
Disability Representations And Portrayals In Picture Books With The Coretta Scott King Award, Sohyun Meacham, Shuaib J. Meacham, Irenea Walker, Bryce Davis
Reading Horizons: A Journal of Literacy and Language Arts
This study analyzed how people with disabilities are portrayed in picture books with the Coretta Scott King Award (CSKA) to address the intersectionality of African/African American racial identity and disabilities. Disability critical race theory was foundational for this study. The pool of 134 picture books that received the CSKA from 1971 to 2020 was used as the data for the systematic content analysis. For analysis, the researchers utilized a qualitative approach that guided axial coding and selective coding in looking for emerging themes. They found that 13 picture books portrayed African/African American characters with disabilities. The majority of these books …
Editorial Review Board Vol. 63 Issue 1
Editorial Review Board Vol. 63 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Adaptive Instruction Through Reflection: How Preservice Teachers Create And Implement Individualized Literacy Lessons In A University Reading Center, Jennifer Marie Lennon
Adaptive Instruction Through Reflection: How Preservice Teachers Create And Implement Individualized Literacy Lessons In A University Reading Center, Jennifer Marie Lennon
Dissertations
Modern classrooms are increasingly diverse. Students vary in their academic abilities, personal interests, cultural and linguistic backgrounds, and previous experiences (Allen et al., 2013). To meet the varied needs of students, educators must adapt their instruction so all are able to find success. Modifying lesson plans and changing instruction based on student needs are forms of adaptive instruction (Hoffman & Duffy, 2016; Vaughn, 2019). This study explored the metacognitive processes of preservice teachers (PSTs) as they implemented adaptive instruction within their literacy lessons in a university reading center tutoring program. Adaptive instruction was examined through two lenses: first, as PSTs …
Investigating The Critical Literacy Practices Of Adult Learners: A Case Study Of Four Leveled Reading Courses At A Community College, Anna Fontaine
Investigating The Critical Literacy Practices Of Adult Learners: A Case Study Of Four Leveled Reading Courses At A Community College, Anna Fontaine
Dissertations
This study investigates the critical literacy practices of adult learners at a community college. Student participants were selected from four different leveled reading courses. In this study, four guiding questions were adopted from Klenner and Sandretto (2011): (1) How do students make personal connections to text?; (2) In what ways do students identify multiple points of view in the text?; (3) In what ways do students identify where people in the text and included or excluded from social situations?; (4) In what ways do students discuss the influences the text has had on their views of society? These four questions …
Examining Guided Reading Practices In Kindergarten Classrooms, Erica Barnes, Kimberly L. Anderson, Thea Yurkewecz
Examining Guided Reading Practices In Kindergarten Classrooms, Erica Barnes, Kimberly L. Anderson, Thea Yurkewecz
Reading Horizons: A Journal of Literacy and Language Arts
This study investigated how 15 kindergarten teachers from one school district implemented small-group Guided Reading (GR). Analysis of video recordings indicates substantial differences in how GR was conducted, with none of the teachers fully implementing GR as conceptualized by Fountas and Pinnell (2012). Consistency across teachers was limited to reading a new book and using a picture walk as part of the book introduction. Differences were observed in how the books were read (choral, round robin, or independent reading) and in instructional activities before and after reading the new book, with word solving being the most prevalent focus of instruction. …
Navigating The Chasms Between Real And Ideal Literacy Professional Development, Poonam Arya, Kathryn L. Roberts
Navigating The Chasms Between Real And Ideal Literacy Professional Development, Poonam Arya, Kathryn L. Roberts
Reading Horizons: A Journal of Literacy and Language Arts
In this study, we examine the supportive and hindering factors that influenced 26 teachers’ implementation of pedagogy learned through a research-based, resource-intensive literacy PD initiative (100+ hours). Through post-intervention interviews, we explore the space between learning and enactment of new practices for literacy teaching and learning. Specifically, we ask, What are teachers’ perceptions of the contextual factors that support and hinder their moving from learning to implementation of literacy PD? Results indicate four primary supportive factors (PD facilitators, communities of practice, schools/administrators, and student affective responses) and three primary hindering factors (circumstantial factors, lack of resources, and mismatches between school …
Coaching High School English Teachers In Guided Reading For Struggling Readers, Tiffany L. Gallagher, Arlene Grierson, Catherine Susin
Coaching High School English Teachers In Guided Reading For Struggling Readers, Tiffany L. Gallagher, Arlene Grierson, Catherine Susin
Reading Horizons: A Journal of Literacy and Language Arts
Although small-group guided reading is traditionally an elementary school instructional practice, this study details how high school English teachers perceived its implementation in high school classrooms. As part of a larger, multiyear research project, this 2-year study examined a dual-level coaching professional learning program that included two school district literacy coaches, eight provincial literacy facilitators, and 21 high school teachers. Teachers were coached in the implementation of guided reading and small-group instruction to support students in Grades 9–10 who were struggling with reading. Qualitative methods were used to gather data including observations of the professional learning meetings and teachers’ instruction; …
Unpacking And Illustrating Coiro’S Multifaceted Heuristic Of Digital Reading Through The Development Of The Cot-R Assessment, Jodi Pilgrim, Sheri Vasinda
Unpacking And Illustrating Coiro’S Multifaceted Heuristic Of Digital Reading Through The Development Of The Cot-R Assessment, Jodi Pilgrim, Sheri Vasinda
Reading Horizons: A Journal of Literacy and Language Arts
Although much research exists on digital reading, confusion about literacy terminology persists. Inspired by a recent article in Reading Research Quarterly, the authors explore a multifaceted heuristic of digital reading developed by Julie Coiro. The heuristic, which offers a way to systematically organize, label, and define complex terms, concepts, and practices related to digital reading experiences, served as a reference point to examine the authors’ journey of defining digital reading. Highlighting three aspects of Coiro’s heuristic--text, activity, and context--the authors begin by describing the development of an authentic online reading assessment instrument (COT-R), which focuses on elementary students’ processes of …
Editorial Review Board
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Supporting Preservice Teacher Development Of Culturally Responsive Reading Instruction Through A Cross-Course Assignment, Brittany Adams, Annemarie Bazzo Kaczmarczyk
Supporting Preservice Teacher Development Of Culturally Responsive Reading Instruction Through A Cross-Course Assignment, Brittany Adams, Annemarie Bazzo Kaczmarczyk
Reading Horizons: A Journal of Literacy and Language Arts
This article describes design-based research undertaken by two teacher educators to support elementary preservice teachers (PSTs) in integrating culturally responsive teaching practices with reading methods. The study described was motivated by calls for teacher preparation programs to be more intentional about supporting PSTs in synthesizing their learning across courses, especially when it comes to culturally responsive reading pedagogies. This article focuses on an activity that tasked PSTs to select culturally authentic children’s texts and design interactive read-alouds that engage elementary students in conversations around social justice topics while simultaneously meeting English language arts standards. Analysis of the lesson plans revealed …
Editorial Review Board
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Transformation Of Preservice Teacher Identities: The Effects Of Authentic Reading Experiences, Macie Kerbs, Heather Pule
Transformation Of Preservice Teacher Identities: The Effects Of Authentic Reading Experiences, Macie Kerbs, Heather Pule
Reading Horizons: A Journal of Literacy and Language Arts
Preservice teachers (PSTs) come to teacher education programs after many years as students in the K–12 school system—a system that is focused on standardized testing and inauthentic literacy practices. These experiences have shaped PSTs’ personal literacy identities and their view of reading pedagogy, many times for the negative. In an effort to address this systemic issue, two university professors at different institutions conducted an action research study (N = 40) by redesigning their individual literacy methods courses around authentic literacy experiences with the intention of reshaping PSTs’ personal views of literacy and in turn their preconceived pedagogical ideas of literacy …
What Does Written Reflection Reveal About Novice Teachers’ Knowledge, Beliefs, And Skills Related To Literacy Assessment?, Erin K. Washburn, Abby Pierce, Chyllis E. Scott, Carly Waters
What Does Written Reflection Reveal About Novice Teachers’ Knowledge, Beliefs, And Skills Related To Literacy Assessment?, Erin K. Washburn, Abby Pierce, Chyllis E. Scott, Carly Waters
Reading Horizons: A Journal of Literacy and Language Arts
Assessment of literacy learning has been a long-standing focus for future teachers in elementary education. Teacher educators use ongoing written reflection to promote learning before, during, and after coursework and field experiences. In this study, the researchers examined the effects of ongoing written reflection on two groups of novice teachers’ knowledge, beliefs, and skills about literacy assessment in a semester-long graduate-level literacy assessment course with embedded fieldwork. First, the researchers conducted qualitative and descriptive analyses to examine what novice teachers reflected about in their ongoing written reflections. Second, they conducted comparative analyses to examine the extent to which the two …
“How Come There’S No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks, Susan J. Chambrè
“How Come There’S No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks, Susan J. Chambrè
Reading Horizons: A Journal of Literacy and Language Arts
Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research confirms that older learners with active metacognitive tools are better equipped to make meaning from text, of which vocabulary is a crucial component. To better understand the strategies and metacognitive actions young students make when learning vocabulary, student comments (N = 35) spontaneously produced during two experimental vocabulary learning tasks were reviewed …
Community College Students’ Awareness Of Their Reading And Writing Proficiency, Martha Paulina Campusano Rojas
Community College Students’ Awareness Of Their Reading And Writing Proficiency, Martha Paulina Campusano Rojas
Dissertations
Student’s low reading and writing proficiency in higher education has been the subject of a large body of research (e.g., Bahr, 2011; Bailey, 2010; Carlino, 2005, 2010, 2012; Flink, 2017; Jaggars, 2014 Pacello, 2014; Perin, 2011; Perin et al., 2013).The purpose of this qualitative study was to explore how students in a first-year developmental Spanish course at the Dominican community college think of the connection between their reading and writing abilities and their performance in both their current and future undergraduate courses. The study also explored how these students view the importance of the developmental course and how they understand …
“I Think Writing Is…” A Multi-State Study Of Teacher Candidates’ Changing Beliefs About Writing, Jenn Raskauskas, Sonia M. Kline, Amanda Wall, Grace Y. Kang, Chinwe H. Ikpeze, Joy Myers, Roya Q. Scales, Linda D. Smetana, Kelly Tracy
“I Think Writing Is…” A Multi-State Study Of Teacher Candidates’ Changing Beliefs About Writing, Jenn Raskauskas, Sonia M. Kline, Amanda Wall, Grace Y. Kang, Chinwe H. Ikpeze, Joy Myers, Roya Q. Scales, Linda D. Smetana, Kelly Tracy
Teaching/Writing: The Journal of Writing Teacher Education
While writing scholarship framed by sociocultural theory illuminates the complexity of writing, writing in schools is frequently presented in simplistic ways. For this to change, teacher educators must support future teachers to develop complex understandings of writing. The purpose of this multi-state study was to investigate teacher candidates’ changing beliefs about writing and to consider the implications for teacher preparation. Data sources were written responses from 113 teacher candidates to questions about good writing and the purposes of writing that were collected at the beginning and end of semester-long literacy courses in six institutions across the United States. The responses …