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Secondary Education and Teaching Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Secondary Education and Teaching
Feedback In Online Writing Forums: Effects On Adolescent Writers, Heather J. S. Birch
Feedback In Online Writing Forums: Effects On Adolescent Writers, Heather J. S. Birch
Teaching/Writing: The Journal of Writing Teacher Education
Adolescents are writing online. A cursory look at the web reveals that teenagers are well-represented; in blog posts, social media updates, profile pages, comments on YouTube videos, responses to news articles, and websites about their interests, teenagers are writing (Williams 2009). In the current research study, the specific kind of adolescent writing under consideration is writing posted in a social media context designed specifically for writers. This case study focuses on six young writers who are active members of an online writing community, and who post their writing in order to receive feedback. Descriptive data collected through interviews, as well …
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures For Supporting Equitable And Rigorous Writing Instruction, Britnie Delinger Kane
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures For Supporting Equitable And Rigorous Writing Instruction, Britnie Delinger Kane
Teaching/Writing: The Journal of Writing Teacher Education
To meet the composition demands of the future, secondary students in the United States will need more rigorous and more equitable writing instruction. They will need opportunities to inquire into and frame authentic problems. They will need to communicate for a variety of audiences and purposes, and they will need access to a variety of linguistic and literary forms. In turn, secondary teachers will need improved preparation for teaching writing. This conceptual review outlines what intellectually rigorous and equitable writing instruction looks like, arguing that teaching writing in these ways requires that teachers deploy substantial professional judgment. I then rely …
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
Teaching/Writing: The Journal of Writing Teacher Education
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh
Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and …
Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall
Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall
Teaching/Writing: The Journal of Writing Teacher Education
This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching …
Re-Thinking Personal Narrative In The Pedagogy Of Writing Teacher Preparation, Mary M. Juzwik, Anne Whitney, April Baker Bell, Amanda Smith
Re-Thinking Personal Narrative In The Pedagogy Of Writing Teacher Preparation, Mary M. Juzwik, Anne Whitney, April Baker Bell, Amanda Smith
Teaching/Writing: The Journal of Writing Teacher Education
How can teacher educators mobilize contemporary understandings of personal narrative -- as socially and dialogically shaped in the context of culture and as instrumental to sociocultural processes of self-authoring -- in the teaching of narrative writing and, more specifically, in the work of teaching teachers to teach narrative writing? Rarely do teachers teach strategies that might result in good narratives. Rarely do narrative texts written in school (or any other kinds of texts written in school, for that matter) actually go anywhere beyond the teacher, thus failing to offer students experience in negotiating meanings with readers, working out the versions …